Professional Documents
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Kindergarten
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Unitb8
Teacher Guide
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Unit 8
Teacher Guide
Skills Strand
KINDERGARTEN
Core Knowledge Language Arts
New York Edition
Table of Contents
Unit 8
Teacher Guide
Alignment Chart for Unit 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Introduction to Unit 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Lesson 1: Tricky Words: the and a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Lesson 2: Tricky Words: of and all . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Lesson 3: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Lesson 4: Review; Rhyming Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Lesson 5: Tricky Words: one and from. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Lesson 6: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Lesson 7: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Lesson 8: Tricky Word: was . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Lesson 9: Review; Rhyming Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Lesson 10: Double-Letter Spellings bb, dd, ff, gg, cc, ck, ll, and mm . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Lesson 11: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Lesson 12: Double-Letter Spellings nn, pp, rr, ss, tt, and zz. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Lesson 13: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Lesson 14: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Unit 8 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Lesson 15: Review and Student Performance Task Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Lesson 16: Review and Student Performance Task Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Lesson 17: Review and Student Performance Task Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Lesson 18: Review and Student Performance Task Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Lesson 19: Review and Student Performance Task Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Lesson 20: Review and Student Performance Task Assessment; Rhyming Words. . . . . . . . . . . . . . . . . . . . . . . 123
Pausing Point . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Teacher Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Workbook Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
With prompting and support, identify characters, settings, and major events in a story.
CKLA
Goal(s)
CKLA
Goal(s)
11
STD RL.K.10
10
Lesson
STD RL.K.3
CKLA
Goal(s)
With prompting and support, ask and answer questions about key details in a text.
STD RL.K.1
12
14
15 16
17
18
19
20
The following chart demonstrates alignment between the Common Core State Standards and corresponding
Core Knowledge Language Arts (CKLA) goals.
vi
10
Recognize that spoken words are represented in written language by specific sequences of letters.
Demonstrate understanding
that a systematic, predictable
relationship exists between
written letters and spoken
sounds
Recognize and name all upper- and lowercase letters of the alphabet.
STD RF.K.1b
CKLA
Goal(s)
STD RF.K.1c
CKLA
Goal(s)
STD RF.K.1d
CKLA
Goal(s)
11
STD RF.K.1
Print Concepts
Lesson
Identify the front cover, back cover, and title page of a book.
CKLA
Goal(s)
STD RI.K.5
12
14
15 16
17
18
19
20
vii
14
15 16
17
18
19
20
Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
13
STD RF.K.3b
12
CKLA
Goal(s)
11
10
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds
for each consonant.
STD RF.K.3a
Know and apply grade-level phonics and word analysis skills in decoding words.
STD RF.K.3
CKLA
Goal(s)
STD RF.K.2a
Lesson
STD RF.K.2
viii
11
CKLA
Goal(s)
12
10
Lesson
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
STD RF.K.4
Fluency
CKLA
Goal(s)
STD RF.K.3c
CKLA
Goal(s)
14
17
18
19
20
15 16
ix
10
11
12
13
14
15 16
17
18
19
These goals are addressed in all lessons in this unit. Rather than repeat these goals as lesson objectives throughout the unit, they are
designated here as frequently occurring goals.
CKLA
Goal(s)
Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood.
Lesson
STD SL.K.2
Introduction to Unit 8
In this unit, you will introduce 14 double-letter spellings for consonant sounds
and seven high-frequency Tricky Words.
Unit 8 | Introduction
2013 Core Knowledge Foundation
Some of the double-letter spellings introduced in this unit are widely used in
one-syllable words, e.g., ff (stuff, puff), ll (hill, bell), ss (dress, miss), and
ck (rock, black). At this point in the program, we generally ask students to
read one-syllable words. However, it is necessary to make an exception for
spellings like mm, tt, and cc, which do not occur frequently in
one-syllable words. These spellings are presented in the lessons with
two-syllable example words, like swimming, however, two-syllable words are
not included in the Reader or Workbook.
Week One
Day 1 (Lesson 1)
Day 2 (Lesson 1)
Day 3 (Lesson 1)
Day 4 (Lesson 1)
Day 5 (Lesson 1)
Tricky Sentences
(20min.)
Tricky Sentences
(20min.)
Demonstration Story:
Fun at the Pond
(15min.)
Do They Rhyme?
(15min.)
Demonstration Story:
Sams Pets (15min.)
Demonstration Story:
Sam and the Fish
(20min.)
60 min.
60 min.
60 min.
60 min.
60 min.
Week Two
Day 6 (Lesson 1)
Day 7 (Lesson 1)
Day 8 (Lesson 1)
Day 9 (Lesson 1)
Day 10 (Lesson 1)
Teacher Chaining
(15 min.)
Double-Letter Spellings
for Consonant Sounds
(15min.)
Demonstration Story:
Tasks (15min.)
Demonstration Story:
The Van (15 min.)
Teacher Chaining
(10min.)
Demonstration Story:
On The Bus (15 min.)
Word Sort (15 min.)
60 min.
60 min.
60 min.
60 min.
60 min.
Week Three
Day 11 (Lesson 1)
Day 12 (Lesson 1)
Day 13 (Lesson 1)
Day 14 (Lesson 1)
Day 15 (Lesson 1)
Double-Letter Spellings
for Consonant Sounds
(15min.)
The Sound/Spelling
Review (5 min.)
Word Recognition
Assessment (20 min.)
Teacher Chaining
(15min.)
Demonstration Story:
Stop That Bus! (20min.)
Demonstration Story:
Sam in Class (15 min.)
Demonstration Story:
The Chills (15 min.)
60 min.
60 min.
60 min.
60 min.
Unit 8 | Introduction
2013 Core Knowledge Foundation
60 min.
Week Four
Day 16 (Lesson 1)
Day 17 (Lesson 1)
Day 18 (Lesson 1)
Day 19 (Lesson 1)
Day 20 (Lesson 1)
Demonstration Story:
Sam and the Duck
(15min.)
Dictation Identification
(15 min.)
Pseudoword or
Real Word Reading
Assessment
Code Knowledge
Diagnostic Assessment
Code Knowledge
Diagnostic Assessment;
Story Reading and/
or Code Knowledge
Diagnostic Assessment
Demonstration Story:
60 min.
60 min.
60 min.
60 min.
60 min.
Tricky Words
Up to this point, all of the words students have been asked to read, whether in
chaining exercises or in their Readers, have been 100% decodable. Students
have been able to arrive at the correct pronunciation by recognizing and blending
the letter-sound correspondences. In addition, students have only had to learn
two tricky spellings. The letter s can be pronounced /s/ as in cats and /z/ as in
dogs, and the spelling th can be pronounced /th/ as in thin and /th/ as in them.
By now, most students should be reading proficiently using blending skills. In
this unit, we introduce seven very common words that cannot be pronounced
accurately using the letter-sound correspondences taught. We call these words
Tricky Words. The seven Tricky Words introduced in this unit are: the, a, of, all,
one, from, and was.
These Tricky Words are seven of the most common words in the English
language. Each one contains at least one letter not pronounced as students
might expect. It is important to recognize most of these words contain segments
that are decodable as well. In the word from, the first two graphemes and the
last are pronounced exactly as one would expect; only the letter o is tricky
(pronounced /u/ rather than /o/). In the word the, the initial consonant spelling
th is pronounced just as one would expect, but the vowel sound is generally
pronounced /u/ rather than /e/ as students might expect. In these two words,
and in many other Tricky Words, the vowel spelling is the tricky part.
In teaching Tricky Words, we ask you to first draw attention to the parts of the
word that can be read via blending and second to the segments that must simply
be remembered. There is an important difference between this method and
teaching students the whole word is tricky and must be memorized as a single
unit. By drawing attention to the regular parts of the word, you remind students
that most Tricky Words contain some parts they can read via blending.
Once a Tricky Word has been introduced, it appears in the stories and on the
worksheets. We initially underline the tricky part of a word to remind students
it contains a part that cannot be read via blending. For example, the word from
would be printed like this: from. The words a, of, and one are underlined as
Unit 8 | Introduction
2013 Core Knowledge Foundation
a whole because they are tricky throughout. Tricky Words are marked in the
Reader and on worksheets. We continue to underline the tricky parts of a word
until the word has appeared approximately 20 times in the Reader. At that point,
students have most likely had enough exposure to it to read the word fluently.
By the end of this unit, students will have learned seven Tricky Words. They will
learn several more Tricky Words in Units 9 and 10.
Tricky Words you have taught may be added to your word wall. We
recommend using yellow cards for Tricky Words and green cards for words
that can be blended.
Warm-Ups
In the first part of the Warm-Up, students will practice hearing and producing
the subtle differences between the vowel sounds /i/, /e/, /a/, /u/, and /o/.
In the second part of the Warm-Up, students will practice letter-sound
correspondences for digraphs and other sounds and spellings.
Unit 8 | Introduction
2013 Core Knowledge Foundation
Reading Practice
There are many ways to set up reading practice, and most are consistent with
the CKLA philosophy of instruction. We particularly recommend partner reading,
in which students sit together and take turns reading aloud to one another.
It is also beneficial for students to read stories more than once, preferably two
to four times over a period of several days. The National Reading Panel (2000)
found this kind of repeated reading led to gains in reading achievement.
Reading in assigned pairs provides each student the opportunity to spend
almost half of the available time reading aloud. Contrast this with round-robin
reading done with a large group, in which an individual student might only be
reading 1/20th of the time.
We recommend partner reading, but we also recognize it may not be suitable
for all students, particularly in Kindergarten. We encourage CKLA teachers
to exercise discretion and arrange reading practice as seems best for the
particular classroom or group of students, using any combination of teacher
modeling, choral or echo reading, partner reading, and small group work
appropriate for your classroom. As you make arrangements for reading
practice, keep the following principles in mind:
Be sure students see and hear you model reading.
Students should have a lot of time to practice reading by themselves.
Students should read aloud.
Make time for stories to be read more than once.
Rhyming Words
Rhyming words are reviewed in this unit.
Unit 8 | Introduction
2013 Core Knowledge Foundation
Unit 8 | Introduction
2013 Core Knowledge Foundation
and blend nonsense words is a very pure test of whether a student has
mastered individual letter-sound correspondences and is able to successfully
blend them to read a word. There is no chance students have previously
encountered and possibly memorized the word nor can they rely on meaning
or context to decipher the word.
Real Word Reading Assessment: Occasionally, some students experience
difficulty grasping the concept of nonsense words. If you suspect this may be
the case with any student to whom you start to administer the Pseudoword
Reading Assessment, discontinue the Pseudoword Reading Assessment and
administer the Real Word Reading Assessment.
Code Knowledge Diagnostic Assessment: This individually administered
assessment is given only to those students whose performance on either the
Pseudoword Reading or Real Word Reading Assessment raises doubts as
to whether they have mastered the individual letter-sound correspondences
taught thus far in the Kindergarten CKLA units. Students are asked to provide
the isolated sound or phoneme for each letter they are shown.
Story Reading Assessment: This individually administered assessment
in which students are asked to read an unfamiliar story aloud provides you
with an opportunity to complete a running record of student performance
when asked to read continuous text, not just isolated words. By asking oral
comprehension questions after students finish reading, you can also gauge
whether students understand what they are reading.
This assessment is given to students who score 90% or above on the Word
Recognition Assessment. At your discretion, it may also be administered to
students who score less than 90% on the Word Recognition Assessment but
then score 90% or above on either the Pseudoword or Real Word Reading
Assessment. This assessment is not administered to students who take the
Code Knowledge Diagnostic Assessment. This is the most demanding test of
the Unit 8 multipart assessment.
Managing the Student Performance Task Assessment
Beginning with Lesson 16 in this unit, you are asked to assess students
individually while other students work independently. We are not attempting
to address every classroom situation, but we offer the following suggestion
for managing your classroom during this process. Please be mindful this is
only a suggestion, you are the professional responsible for your classroom
and we respect your expertise.
In each of the At a Glance charts for Lessons 1618, you will notice activities
titled for Individual Student Performance Task Assessment. Directly under
this activity is another activity titled, Independent Practice. Our intention is
for you to explain the worksheets we have provided for independent work to
all students and have them work independently while you assess students on
an individual basis. Each individual assessment will last less than 10 minutes.
This will allow you to revisit those students who are working independently at
frequent intervals so as to redirect them or provide additional materials.
Unit 8 | Introduction
2013 Core Knowledge Foundation
Teacher Resources
At the back of this Teacher Guide, you will find a section titled, Teacher
Resources. In this section, we have included assorted forms and charts that
may be useful.
Unit 8 | Introduction
2013 Core Knowledge Foundation
Lesson 16
Administer Lowercase Letter Names
Student Performance Task Assessment
to all students
Lesson 16 (continued)
Administer Pseudoword Reading
(Preferred)
or
Real Word Reading
(Alternate)
Lesson 16 (continued)
Independent Work
Lesson 17
Administer Tricky Word
Assessment to all students
Lesson 17 (continued)
Independent Work
Lesson 17 (continued)
Administer the Code Knowledge
Diagnostic Assessment or
Independent work
Lesson 18
Administer Story Reading Assessment
or Independent Work
Lesson 18
Administer the Code Knowledge
Diagnostic Assessment or
Independent work
Lesson 1920
Continue Administering Individual
Assessments as needed
Unit 8 | Introduction
2013 Core Knowledge Foundation
Lesson 1
Tricky Words
Objectives
The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core
State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for
additional standards addressed in all lessons in this unit.
At a Glance
Exercise
Warm-Up
Materials
Minutes
10
10
20
20
Teacher Demonstration
Demonstration Story:
Sam and the Fish
Take-Home Material
Worksheet 1.4
10
Unit 8 | Lesson 1
2013 Core Knowledge Foundation
Advance Preparation
Prior to this lesson, you may want to write the following phrases on cards,
se
e ce sstrips,
ps, o
e boa
d
sentence
or the
board:
1. the cat
7. the pig
2. a van
8. a dish
14. a crab
3. a ship
9. the pond
4. the dog
5. a band
11. a chip
17. a lamp
6. the sand
12. a quilt
18. a path
Warm-Up
10 minutes
The Short Vowel Sounds and Sound/Spelling Review
The Warm-Up exercise for Unit 8 consists of two parts. The goal of Part A
is to review the five short vowel sounds /i/, /e/, /a/, /u/, and /o/. In Lessons
14 and Lesson 6, the sounds /i/, /a/, and /o/ are practiced. In Lesson 7 and
Lessons 911, the /e/ sound is added between /i/ and /a/. In Lessons 13 and
Lessons 1820, the entire sequence /i/, /e/, /a/, /u/, and /o/ is practiced.
In Part B, you will review the digraphs and other spellings taught using Large
Cards. Choose cards for spellings students need to practice. The ability to
quickly decode letter-sound correspondences is essential for fluent reading.
Any students who are not able to quickly provide the sounds associated with
specific letters should be given opportunities for additional practice.
Part A
Display the Large Cards for i, a, and o in order, from left to right so
students can see them.
Say each sound while making the corresponding gesture. Have students
repeat after you.
Repeat several times.
Unit 8 | Lesson 1
2013 Core Knowledge Foundation
11
Once students are confident in their pronunciation and able to say the sounds
clearly, have them say all three sounds from front to back: /i/, /a/, /o/ (from
the front of the mouth /i/ to the back of the mouth /o/). Then have them say
the sounds from back to front: /o/, /a/, /i/.
You may adopt other
gestures for the sounds if you
find them more effective.
You may omit the gestures
once students are making
the sounds accurately and
confidently.
/i/
/a/
/o/
pretend to cry
Part B
Review the Large Cards for ch, sh, th, ng, qu, and 15 other spellings
already taught. Select spellings students need to practice.
Point to each spelling asking students to provide the sound first and
then the letter name. Alternatively you may direct the students to say
Letter
(name) stands for
(sound).
When you come to the digraph th, be sure students name both possible
sounds (voiceless /th/ and voiced /th/).
10 minutes
12
Unit 8 | Lesson 1
2013 Core Knowledge Foundation
Tell students even in a Tricky Word, there are usually some letters pronounced
just as you would expect. Usually only one or two letters are not pronounced
as you would expect.
Tricky Word: the
If you like, start a word wall
for Tricky Words. Be sure
to write the Tricky Words
on yellow cards to signal
students they need to proceed
with caution when reading
these words. When adding
decodable words to this word
wall, be sure to write these
words on green cards. Green
means go!
Write the Tricky Word the on the board and ask students how they would
pronounce it by blending. (They should say /th/ /e/ or /th/ /e/.)
Tell students we actually pronounce this word /th/ /u/ as in, Bring me the
puzzle.
Circle the letter team th and explain it is pronounced just as one would
expect, as /th/.
Underline the letter e and explain it is the tricky part of the word. They would
probably expect this letter to be pronounced /e/, but it is pronounced /u/.
Tell students when reading the, they have to remember to pronounce the
Tell students we actually pronounce this word /u/ as in, Bring me a cupcake.
Tell students when reading a, they have to remember to pronounce it /u/.
Tell students when writing a, they have to remember to spell it with the letter a.
7. the pig
2. a van
8. a dish
14. a crab
3. a ship
9. the pond
4. the dog
5. a band
11. a chip
17. a lamp
6. the sand
12. a quilt
18. a path
Unit 8 | Lesson 1
2013 Core Knowledge Foundation
13
20 minutes
Tricky Sentences
Distribute and display Worksheet 1.1.
Ask students to read the first sentence.
Ask students to identify a Tricky Word in the sentence.
Have students circle the Tricky Word the, following your example.
Have students write the Tricky Word the on the line provided, following your
example.
Worksheet 1.1
If students need additional
practice writing Tricky Words,
you may select appropriate
Pausing Point exercises
from those addressing
writing Tricky Words and the
activities in Unit 8, Section
I of the Assessment and
Remediation Guide.
Teacher Demonstration
20 minutes
Review the parts of the Big Book (cover page, title page, back cover, page
numbers).
Reviewing Digraph Spellings
Write the following headings on the board and ask students to provide the
sounds represented by each of these digraphs: th, sh, and ng.
Write the words below under the appropriate heading and ask students to
read these words that appear in the story, Sam and the Fish.
14
Unit 8 | Lesson 1
2013 Core Knowledge Foundation
1.
this
4.
brings
2.
fish
5.
swings
3.
then
Challenging Vocabulary
Before reading the story, preview the following vocabulary with students.
1.
2.
Unit 8 | Lesson 1
2013 Core Knowledge Foundation
15
Wrap-Up
Discuss the following questions as a class, referring to the text to answer
questions. Students should respond in complete sentences, incorporating
the question stem in the answer. Students should read the answer to
each question from the text or point to the illustration while answering the
question.
Reminder: Please discuss
these questions orally.
Literal Who are the main characters in the story? (Sam and Dad are
the main characters in the story.)
2.
Literal What is the setting of this story? (The setting of this story is
outside at a pond.)
3.
Literal Where do Sam and his dad go fishing? (Sam and his dad go
fishing at a pond.)
4.
Literal Who brings a rod to the pond? (Sams dad brings a rod.)
5.
Literal What does Sam bring to the pond? (Sam brings a net.)
6.
7.
Evaluative Compare Dads fishing pole to Sams net. How are they
alike? How are they different? (Accept reasonable answers based on
the text and illustrations.)
8.
Evaluative What do you think the fish was trying to do when it jumped,
twisted, and swam? (Accept reasonable answers based on the text
and illustrations.)
Take-Home Material
Practice with the and a
Have students give Worksheet 1.4 to a family member.
16
Unit 8 | Lesson 1
2013 Core Knowledge Foundation
Code Knowledge
Before todays lesson: If students attempted to read 1,000 words in
a trade book, on average 230 of those words would be completely
decodable.
After todays lesson: If students attempted to read 1,000 words in
a trade book, on average 338 of those words would be completely
decodable.
The word the is the most common word in English.
The word a is the 5th most common word in English.
In both words, the vowel is reduced to /u/ or schwa.
Unit 8 | Lesson 1
2013 Core Knowledge Foundation
17
Lesson 2
Tricky Words
Objectives
The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core
State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for
additional standards addressed in all lessons in this unit.
At a Glance
Warm-Up
Introducing the Tricky
Words
Reviewing the Tricky
Words
Small Group-Reading
Time
Take-Home Material
18
Unit 8 | Lesson 2
2013 Core Knowledge Foundation
Exercise
The Short Vowel Sounds and
Sound/Spelling Review
Materials
Minutes
10
10
20
20
Worksheet 2.2
Advance Preparation
Prior to teaching this lesson, you may want to write the following on the
board, chart paper, sentence strips, or cards.
Noun phrases:
1.
a fish
5.
a shop
2.
a gift
6.
the pond
3.
the dish
7.
the frog
4.
the chips
8.
a crab
a box of pens
7.
all things
2.
8.
all set
3.
lots of fun
9.
all of them
4.
a bag of fish
10. all of it
5.
6.
all tots
ng
th
Sam
is
rod
net
tugs
brings
this
and
his
pond
gets
jumps
swings
the
dad
in
past
sit
fish
twists
swims
lifts
grins
Unit 8 | Lesson 2
2013 Core Knowledge Foundation
19
Warm-Up
10 minutes
The Short Vowel Sounds and Sound/Spelling Review
Once students are confident in their pronunciation and able to say the sounds
clearly, have them say all three sounds from front to back: /i/, /a/, /o/ (from
the front of the mouth /i/ to the back of the mouth /o/). Then have them say
the sounds from back to front: /o/, /a/, /i/.
You may adopt other
gestures for the sounds if you
find them more effective.
You may omit the gestures
once students are making
the sounds accurately and
confidently.
/i/
/a/
/o/
pretend to cry
Part B
Review the Large Cards for ch, sh, th, ng, qu, and 15 other spellings
already taught. Select spellings students need to practice.
Use the same procedure described in Lesson 1. (When you come to the
digraph th, be sure students name both possible sounds: voiceless /th/ and
voiced /th/).
10 minutes
20
Unit 8 | Lesson 2
2013 Core Knowledge Foundation
Refer to the noun phrases you prepared in advance and have students read
them.
1. a fish
5. a shop
2. a gift
6. the pond
3. the dish
7. the frog
4. the chips
8. a crab
Tell students they are going to learn two more Tricky Words.
If students need additional
practice reading Tricky Words,
Tricky Word: of
you may select appropriate
Pausing Point exercises
Write the new Tricky Word of on the board and ask students how they would
from those addressing
pronounce it by blending. (They should say /o/ /f/ like the word off.)
reading Tricky Words and the
Explain the word is actually pronounced /u/ /v/ as in, a bag of chips.
activities in Unit 8, Section
I of the Assessment and
Underline the letter o and explain it is the first tricky part of the word. They
Remediation Guide.
would probably expect this letter to be pronounced /o/, but it is pronounced /u/.
Underline the letter f and explain it is the second tricky part of the word.
They would probably expect this letter to be pronounced /f/, but it is
pronounced /v/.
Tell students when reading of, they have to remember to pronounce the letter
o as /u/ and the letter f as /v/.
Tell students when writing of, they have to remember to spell the /u/ sound
with the letter o and the /v/ sound with the letter f.
Tricky Word: all
The word all is pronounced
differently in different
parts of the country. Some
speakers pronounce it /awl/,
others pronounce it /ol/. This
last pronunciation is the one
we are referring to in this
exercise. If you pronounce
all as /awl/, tell students a
is pronounced with a sound
they have not yet learned
about (/aw/). There is no
need to dwell on the sound
/aw/. The relationship
between /aw/ and /o/ will
be discussed in Grade 1.
Write the Tricky Word all on the board and ask students how they would
pronounce it by blending. (They might say /a/ /l/, like the name Al.)
Explain it is actually pronounced /o/ /l/ as in, They all went outside.
Circle the spelling ll and explain that ll is a spelling for the /l/ sound, so ll
is pronounced as /l/.
Underline the letter a and explain it is the tricky part of the word. They would
probably expect this letter to be pronounced /a/, but it is pronounced /o/.
Tell students when reading all, they have to remember to pronounce the letter
a as /o/.
Tell students when writing all, they have to remember to spell the /o/ sound
with the letter a and the /l/ sound with ll.
Unit 8 | Lesson 2
2013 Core Knowledge Foundation
21
a box of pens
5.
9.
all of them
2.
6.
all tots
10. all of it
3.
lots of fun
7.
all things
4.
a bag of fish
8.
all set
20 minutes
Tricky Sentences
Distribute and display Worksheet 2.1.
Ask students to read the first sentence.
Ask students to identify a Tricky Word in the sentence.
Have students circle the Tricky Word a, following your example.
Have students write the Tricky Word a on the line provided, following your
example.
Worksheet 2.1
Once students have completed the sentences, invite them to write an original
sentence containing the Tricky Word of, the Tricky Word all, or both Tricky
Words on the lines provided.
20 minutes
22
Unit 8 | Lesson 2
2013 Core Knowledge Foundation
We recommend you read with Group 1 students during this lesson (while Group
2 students partner read). Remember these groupings are flexible and may
change as students make progress and others experience a temporary difficulty.
Be sure to record anecdotal notes regarding students reading; see the Appendix
for an Anecdotal Record Form.
If students need additional
practice reading, you may
select appropriate activities
in Unit 8, Section II of the
Assessment and Remediation
Guide.
Group 2: Have students sit with their partners and take turns reading Sam and
the Fish. If they finish early, they may reread the story or complete a vocabulary
worksheet.
Group 1: Refer to the previously prepared headings and words on the board.
Help students blend and read each word in a column, pointing out the pattern of
each column, e.g., all of the words have the /a/ sound, all of the words end with
the /ng/ sound, etc.
a
ng
th
Sam
is
rod
net
tugs
brings
this
and
his
pond
gets
jumps
swings
the
dad
in
past
sit
fish
twists
swims
lifts
grins
Have students follow along in their Readers as you use the Sam Big Book to
read Sam and the Fish without interruption. Read the story a second time,
having students read aloud.
If time permits, ask students to turn to a partner for Think-Pair-Share. Direct
them to ask each other a question about the story. After students have had a
chance to talk with their partner, ask several students to share their questions
and answers.
Take-Home Material
Practice with of and all
Have students give Worksheet 2.2 to a family member.
Unit 8 | Lesson 2
2013 Core Knowledge Foundation
23
Code Knowledge
Before todays lesson: If students attempted to read 1,000 words in
a trade book, on average 338 of those words would be completely
decodable.
After todays lesson: If students attempted to read 1,000 words in
a trade book, on average 375 of those words would be completely
decodable.
The word of is the 2nd most common word in English.
The word all is the 33rd most common word in English.
There are many other words that follow the pattern seen in all, e.g., tall,
small, ball, and wall. In each case, an a followed by ll is pronounced
/ol/ or /awl/ (depending on regional accent). The a spelling for /o/
(especially before /l/) will be taught in Grade 1. For now, we do not
view words like tall and ball as decodable and do not include them in
exercises and stories. However, students who encounter them may be
able to read them by analogy with all.
24
Unit 8 | Lesson 2
2013 Core Knowledge Foundation
Lesson 3
Review
Objectives
The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core
State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for
additional standards addressed in all lessons in this unit.
At a Glance
Exercise
Warm-Up
Materials
Minutes
10
15
Demonstration Story:
Fun at the Pond
15
20
Worksheet 3.3
Unit 8 | Lesson 3
2013 Core Knowledge Foundation
25
Advance Preparation
Write the following on the board or chart paper prior to teaching this lesson.
a
mad
Chad
crab
hand
sand
o
hop
drops
frog
log
long
i
digs
snips
with
e
wet
legs
u
up
mud
fun
bugs
Warm-Up
10 minutes
The Short Vowel Sounds and Sound/Spelling Review
Part A
26
Display the Large Cards for i, a, and o, in that order, from left to right so
students can see them.
Say each sound while making the corresponding gesture. Have students
repeat after you.
Repeat several times.
Once students are confident in their pronunciation and able to say the sounds
clearly, have them say all three sounds from front to back: /i/, /a/, /o/ (from
the front of the mouth /i/ to the back of the mouth /o/). Then have them say
the sounds from back to front: /o/, /a/, /i/.
Unit 8 | Lesson 3
2013 Core Knowledge Foundation
/i/
/a/
/o/
pretend to cry
Part B
If students are ready to
review more than 20
spellings, use the Large Cards
for all of the spellings taught.
Review the Large Cards for ch, sh, th, ng, qu, and 15 other spellings
already taught. Select spellings students need to practice most.
Use the same procedure described in Lesson 1.
If students are ready for an extra challenge, ask them to provide a word
starting with the sound represented by the spelling.
15 minutes
1
Before beginning this
exercise, you could do a flash
card review with the Tricky
Words. Write the Tricky Words
on yellow cards. Explain that
yellow signals students to
proceed with caution when
reading the words.
Name
Nam
the
the
Name
the
the
the
Tell students to unfold their worksheets and compare the word they just wrote
with the word they copied earlier (see Illustration 4).
Have students fold their worksheet along the dotted line and position it so
the word they copied is facing the desk and the blank handwriting guides are
facing up (see Illustration 2).
Have students write the from memory on the top handwriting guide (see
Illustration 3). They should say the name of each letter as they write the word.
the
3.
of
2.
4.
all
Unit 8 | Lesson 3
2013 Core Knowledge Foundation
27
Teacher Demonstration
15 minutes
28
Unit 8 | Lesson 3
2013 Core Knowledge Foundation
Literal Who is at the pond with Sam? (Sam is at the pond with his
pals.)
2.
Inferential Why do you think the frogs hop in the pond when Sam runs
at them? (Accept reasonable answers.)
3.
4.
Inferential How do you think the crab feels when Chad digs him up?
(Accept reasonable answers.)
5.
6.
7.
Evaluative How are the frogs, crab, and bug alike? How are they
different? (Accept reasonable answers based on the text and
illustrations.)
8.
Evaluative Explain why the frogs, crab, and bug ran away.
(Accept reasonable answers based on the text and illustrations.)
20 minutes
Unit 8 | Lesson 3
2013 Core Knowledge Foundation
29
mad
hop
digs
wet
up
Chad
drops
snips
legs
mud
crab
frog
with
hand
log
sand
long
fun
bugs
Have students follow along in their Readers as you use the Sam Big Book
to read Fun at the Pond without interruption. Complete the story a second
time, having students read aloud.
If time permits, ask students to turn to a partner for Think Pair Share. Direct
them to ask each other a question about the story. After students have had a
chance to talk with their partner, ask several students to share their questions
and answers.
Take-Home Material
Phrasemaker
Have students give Worksheet 3.3 to a family member.
30
Unit 8 | Lesson 3
2013 Core Knowledge Foundation
Lesson 4
Review
Objectives
The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core
State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for
additional standards addressed in all lessons in this unit.
Exercise
Warm-Up
Reviewing the
Making Phrases with Tricky Words
Tricky Words
Reviewing Rhyming
Do They Rhyme?
Words
Small GroupFun at the Pond
Reading Time
Materials
Minutes
10
15
15
Sam Reader
20
Unit 8 | Lesson 4
2013 Core Knowledge Foundation
31
Advance Preparation
cash
Write the Tricky Words a, the, of, and all and the words from the following
boxes on sheets of paper, one word per sheet. Ideally, the Tricky Words
should be written on yellow paper and the non-tricky words should be written
on green paper.
milk
trash
lot
sand
bag
a
box
nuts
of
chips
cup
flags
can
bugs
Set 1 Words
1.
lot
4.
cup
rags
2.
bag
5.
can
stamps
3.
box
gifts
Set 2 Words
1.
cash
7.
flags
2.
milk
8.
bugs
3.
trash
9.
gifts
4.
sand
10. rags
5.
nuts
11. stamps
6.
chips
Set 3 Words
1.
cats
5.
crabs
2.
dogs
6.
rats
3.
pigs
7.
bugs
4.
fish
8.
frogs
Warm-Up
10 minutes
The Short Vowel Sounds and Sound/Spelling Review
Part A
Display the Large Cards for i, a, and o, in that order, from left to right so
students can see them.
Say each sound while making the corresponding gesture. Have students
repeat after you.
Repeat several times.
Unit 8 | Lesson 4
2013 Core Knowledge Foundation
Once students are confident in their pronunciation and able to say the sounds
clearly, have them say all three sounds from front to back: /i/, /a/, /o/ (from
the front of the mouth /i/ to the back of the mouth /o/). Then have them say
the sounds from back to front: /o/, /a/, /i/.
You may adopt other
gestures for the sounds if you
find them more effective.
You may omit the gestures
once students are making
the sounds accurately and
confidently.
/i/
/a/
/o/
pretend to cry
Part B
If students are ready to
review more than 20
spellings, use the Large Cards
for all of the spellings taught.
Review the Large Cards for ch, sh, th, ng, qu, and 15 other spellings
already taught. Select spellings students need to practice.
Use the procedures described in Lesson 1.
When you come to the digraph th, be sure students name both possible
sounds (voiceless /th/ and voiced /th/).
If students are ready for an extra challenge, also ask them to also provide a
word starting with the sound represented by the spelling.
15 minutes
sand
bag
a
box
nuts
of
chips
cup
flags
can
bugs
gifts
Arrange the Tricky Word a, the Set 1 words, the Tricky Word of, and the Set
2 words on the floor or on the board so students can tap them to construct
phrases like a lot of cash or a cup of milk. You should place the Set
1 words in a column after the Tricky Word a, the Tricky Word of after the
Set 1 words, and the Set 2 words in a column after the Tricky Word of (see
illustration).
Show students how to make a phrase like a bag of nuts by tapping on each
word in the phrase with your foot or a yardstick.
rags
stamps
Unit 8 | Lesson 4
2013 Core Knowledge Foundation
33
When students have practiced several phrases beginning with a, set up the
cards for a second type of phrase beginning all of the and ending with a
word from Set 3. Arrange the Set 3 words in a column after the Tricky Words
all of the.
Show students how to make a phrase like all of the dogs by tapping on
each word in the phrase with your foot or a yardstick.
Extension: Invite students to add words orally to the phrases to make
sentences, e.g., All of the dogs chased the robber.
15 minutes
Do They Rhyme?
Remind students two words rhyme when they end with the same sounds.
Give students some examples of rhyming words, e.g., gumyum, spothot,
sliptrip, spendsend, etc.
Tell students you are going to ask them whether or not some words rhyme.
Ask students if of and love rhyme. (Yes, they rhyme.)
Complete the remaining word pairs.
1.
oflove
6.
allhall
2.
friendbend
7.
cleanmean
3.
treestries
8.
heartstart
4.
thea
9.
dressdream
5.
pondlake
10. kittensmittens
If time permits, invite students to provide their own examples of rhyming words.
34
Unit 8 | Lesson 4
2013 Core Knowledge Foundation
20 minutes
Unit 8 | Lesson 4
2013 Core Knowledge Foundation
35
Lesson 5
Tricky Words
Objectives
The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core
State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for
additional standards addressed in all lessons in this unit.
At a Glance
Introducing the Tricky
Words
Reviewing the Tricky
Words
Exercise
Materials
10
Minutes
15
Teacher Demonstration
Demonstration Story:
Sams Pets
Partner Reading-Reading
Sams Pets
Time
Take-Home Material
36
Unit 8 | Lesson 5
2013 Core Knowledge Foundation
Take-Home Story:
Sam and the Fish
15
Sam Reader
20
Worksheet 5.4
Advance Preparation
Prior to this lesson, write the following phrases on cards or the board.
Phrases with Tricky Words:
1. a gift from Sam, one plant
5. all of them
3. from a dish
7. one trip
sh
ng
bug
dish
king
runs
rubs
jumps
Tut
10 minutes
Write the Tricky Word from on the board and ask students how they would
pronounce it by blending. (They should say /f/ /r/ /o/ /m/.)
Tell students this word is pronounced /f/ /r/ /u/ /m/ as in, from here to there.
Circle the letter f and explain it is pronounced just as one would expect, as /f/.
Circle the letter r and explain it is also pronounced just as one would expect,
as /r/.
Circle the letter m and explain it is also pronounced just as one would
expect, as /m/.
Underline the letter o and explain it is the tricky part of the word. Students
would probably expect this letter to be pronounced /o/, but it is pronounced /u/.
Tell students when reading from, they have to remember to pronounce the
letter o as /u/.
Tell students when writing from, they have to remember to spell the /u/ sound
with the letter o.
Unit 8 | Lesson 5
2013 Core Knowledge Foundation
37
5.
all of them
2.
6.
3.
from a dish
7.
one trip
4.
8.
15 minutes
Demonstrate reading the first sentence three times: once with the Tricky Word
of, once with the Tricky Word from, and once with the Tricky Word one.
Ask students which Tricky Word completes the sentence.
38
Have students print the Tricky Word from on the line provided, following your
example.
Continue demonstrating until students are ready to work independently.
Unit 8 | Lesson 5
2013 Core Knowledge Foundation
Teacher Demonstration
15 minutes
sh
ng
bug
dish
king
runs
rubs
jumps
Tut
1.
2.
3.
39
Read the story a second time, pausing to point out Tricky Words.
If you have time, read the story again.
Wrap-Up
Discuss the following questions as a class, referring to the text to answer
questions. Students should respond in complete sentences, incorporating the
question stem in the answer. Students should read the answer to each question
from the text or point to the illustration while answering the question.
20 minutes
Sams Pets
Give each student a Sam Reader.
Assign student pairs.
Ask students to sit with their partners and take turns reading Sams Pets.
Encourage students who finish early to reread the stories Fun at the Pond
and Sam and the Fish. Students should not read ahead.
If students need additional
practice reading, you may select
appropriate activities in Unit 8,
SectionII of the Assessment and
Remediation Guide.
40
Unit 8 | Lesson 5
2013 Core Knowledge Foundation
Take-Home Material
Take-Home Story: Sam and the Fish
Have students give Worksheet 5.4 to a family member.
Code Knowledge
Before todays lesson: If students attempted to read 1,000 words in
a trade book, on average 375 of those words would be completely
decodable.
After todays lesson: If students attempted to read 1,000 words in
a trade book, on average 385 of those words would be completely
decodable.
The word from is the 23rd most common word in the English language.
The word one is the 32nd most common word in the English language.
Unit 8 | Lesson 5
2013 Core Knowledge Foundation
41
Lesson 6
Review
Objectives
The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core
State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for
additional standards addressed in all lessons in this unit.
At a Glance
Exercise
Warm-Up
Materials
Minutes
10
15
15
Small Group-Reading
Time
Tasks
20
Take-Home Material
Take-Home Story:
Fun at the Pond
Worksheet 6.4
Dictation
Teacher Demonstration
Advance Preparation
Prior to this lesson, write the following on the board or chart paper:
a
task
taps
grabs
42
Unit 8 | Lesson 6
2013 Core Knowledge Foundation
o
mop
spots
i
list
trim
snip
e
then
step
helps
u
cups
bunch
scrubs
shrubs
Warm-Up
10 minutes
The Short Vowel Sounds and Sound/Spelling Review
Part A
Display the Large Cards for i, a, and o, in that order, from left to right so
students can see them.
Say each sound while making the corresponding gesture. Have students
repeat after you.
Repeat several times.
Once students are confident in their pronunciation and able to say the sounds
clearly, have them say all three sounds from front to back: /i/, /a/, /o/ (from
the front of the mouth /i/ to the back of the mouth /o/). Then have them say
the sounds from back to front: /o/, /a/, /i/.
/i/
/a/
/o/
pretend to cry
Part B
Review the Large Cards for ch, sh, th, ng, qu, and 15 other spellings
already taught. Select spellings students need to practice.
Use the procedures described in Lesson1.
Dictation
15 minutes
Dictation with Words
Ask students to take out a pencil and a piece of paper.
Tell students you are going to say a number of words for them to write.
Say the word job. Then segment the word, raising one finger for each sound:
/j/ (raise thumb) . . . /o/ (raise pointer finger) . . . /b/ (raise middle finger).
Ask students how many sounds are in the word job.
Draw three lines on the boardone for each sound in job. Have students do
the same on their paper.
Unit 8 | Lesson 6
2013 Core Knowledge Foundation
43
Ask students for the first sound in job. Fill in the first line on the board with
the letter j. Have students do the same on their paper.
Repeat for the remaining two sounds and spellings in job.
Model reading the word letter by letter as a strategy for double-checking its
spelling.
Demonstrate this process with at least one or two additional words before
having students write the dictated words independently.
Be sure students draw the same amount of lines as there are sounds in the
words before attempting to write the word.
For items 710, remind students some sounds are represented by digraphs
so they will be writing more than one letter on a line.
Remind students to refer to the Sound Posters as they write the spellings.
1.
job
6.
grubs
2.
win
7.
kings
3.
pest
8.
chin
4.
plum
9.
shrimp
5.
trips
10. gongs
Teacher Demonstration
15 minutes
taska chore
2.
3.
Note: You may also want to point out that the word trim can have other
meanings such as a fit and healthy weight. In todays story it has the meaning
noted above.
44
Unit 8 | Lesson 6
2013 Core Knowledge Foundation
Literal What are Sams tasks? (Sam must scrub a bunch of cups, trim
the shrubs, and mop the steps.)
2.
3.
Literal What does Sams mother do when she finds Sam asleep?
(Sams mom wakes him up with the mop.)
20 minutes
Tasks
Both this lesson and the following lesson have time designated to read Tasks
in small groups. We recommend you read with Group 1 students during this
lesson (while Group 2 students partner read). Be sure to record anecdotal
notes regarding students reading progress.
Group 2: Have students take out their Readers, sit with their partners, and
take turns reading Tasks aloud. Students who finish early should reread the
stories Sams Pets and Fun at the Pond. They should not read ahead. You
may wish to assign a vocabulary worksheet.
Unit 8 | Lesson 6
2013 Core Knowledge Foundation
45
Group 1: Ask students to look at the Table of Contents and locate the page
on which the story Tasks starts (24).
Refer to your previously prepared chart. Help students blend and read each
word. Point out the pattern of each column, e.g., all of the words have the /a/
sound, all of the words have the /o/ sound, etc.
a
task
taps
grabs
Optional
Worksheets 6.1, 6.2, 6.3
If students need additional
practice with Dictation, you
may select the activities
in Unit 8, SectionII of the
Assessment and Remediation
Guide.
o
mop
spots
i
list
trim
snip
e
then
step
helps
u
cups
bunch
scrubs
shrubs
Choose an appropriate oral reading activity for this group and have them read
the story aloud.
Ask students to turn to a partner for Think Pair Share. Direct them to ask each
other a question about the story. After students have had a chance to talk
with their partner, ask several students to share the questions and answers
they discussed.
If time permits, read Sams Pets using the same format.
Take-Home Material
Take-Home Story: Fun at the Pond
Have students give Worksheet 6.4 to a family member.
46
Unit 8 | Lesson 6
2013 Core Knowledge Foundation
Lesson 7
Review
Objectives
The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core
State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for
additional standards addressed in all lessons in this unit.
At a Glance
Exercise
Warm-Up
Chaining
Teacher Chaining
Practice
Small Group-Reading
Time
Tasks
Materials
Minutes
10
15
15
20
Warm-Up
10 minutes
The Short Vowel Sounds and Sound/Spelling Review
Note: Today you will include the sound /e/ in the Warm-Up. The sounds /i/
and /e/, and /e/ and /a/ are difficult to distinguish.
Unit 8 | Lesson 7
2013 Core Knowledge Foundation
47
Part A
Display the Large Cards for i, e, a, and o, in that order, from left to right
so students can see them.
Say each sound while making the corresponding gesture. Have students
repeat after you.
Repeat several times.
Once students are confident in their pronunciation and able to say the sounds
clearly, have them say all four sounds from front to back: /i/, /e/, /a/, /o/ (from
the front of the mouth /i/ to the back of the mouth /o/). Then have them say
the sounds from back to front: /o/, /a/, /e/, /i/.
/i/
/e/
/a/
/o/
pretend to cry
Part B
Review the Large Cards for ch, sh, th, ng, qu, and 15 other spellings
taught. Select spellings students need to practice.
Use the procedures described in Lesson 1.
Chaining
15 minutes
Teacher Chaining
Write hot on the board.
Ask a student to read the word, first in a segmented fashion and then blended.
Remove h and add p to create pot.
As you make this change, say to students, If that is hot, what is this?
Continue this process with the remaining words.
Complete the chaining.
48
Unit 8 | Lesson 7
2013 Core Knowledge Foundation
1.
hot > pot > spot > slot > slit > sling > slings > sings > things > wings
2.
chop > chip > chips > ships > quips > quits > quints > hints > hunts
Practice
15 minutes
Label the Picture
Distribute and display Worksheet 7.1.
Ask students to read the first phrase.
Worksheet 7.1
If students need additional
practice writing Tricky Words,
you may select appropriate
Pausing Point exercises.
and the activities in Unit 8,
Section I of the Assessment
and Remediation Guide.
20 minutes
Tasks
If you read with Group 1 students during the previous lesson, we recommend
that you read with Group 2 students while Group 1 students partner read. Be
sure to record anecdotal notes regarding students reading progress.
Group 2: Ask students to look at the Table of Contents and locate the page
on which the story Tasks starts (24).
Have students read the story aloud using an oral reading activity best suited
to the needs of this group.
Ask students to turn to a partner for Think-Pair-Share. Direct them to ask
each other a question about the story. After students have had a chance to talk
with their partner, ask several students to share their questions and answers.
If time permits, read Sams Pets and Fun at the Pond.
If students need additional
practice reading, you may
select the activities in Unit 8,
Section II of the Assessment
and Remediation Guide.
Group 1: Have students take out their Readers, sit with their partners, and
take turns rereading Tasks aloud. Students who finish early should reread
the stories Sams Pets and Fun at the Pond. They should not read ahead.
You may consider assigning a vocabulary worksheet.
Unit 8 | Lesson 7
2013 Core Knowledge Foundation
49
Lesson 8
Tricky Words
Objectives
The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core
State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for
additional standards addressed in all lessons in this unit.
At a Glance
Introducing the Tricky
Word
Exercise
Dictation
Materials
10
Minutes
15
15
Sam Reader
20
Worksheet 8.2
Advance Preparation
Prior to this lesson, you may want to write the following sentences on cards,
sentence strips, or the board:
50
Unit 8 | Lesson 8
2013 Core Knowledge Foundation
1.
3.
2.
4.
10 minutes
Unit 8 | Lesson 8
2013 Core Knowledge Foundation
51
Dictation
15 minutes
Tricky Word Practice
Distribute and display Worksheet 8.1.
Tell students they will practice writing Tricky Words.
Write the on the board and have students read it.
Have students copy the on the first handwriting guide on the worksheet (see
Illustration 1). They should say the name of each letter as they copy the word.
Worksheet 8.1
Name
Nam
the
the
Name
the
the
52
the
Unit 8 | Lesson 8
2013 Core Knowledge Foundation
1.
the
5.
from
2.
6.
one
3.
of
7.
was
4.
all
Teacher Demonstration
15 minutes
2.
fix-it kita tool box or kit with the things needed to repair something
Display the story The Van using the Sam Big Book or Media Disk. Ask
students to follow along in their Reader.
Have students read the title of the story.
Read the story The Van once without interruption, running a finger beneath
the words as you read them.
Remind students the parts of the Tricky Words that cannot be sounded out
are underlined with a gray line. The word of is underlined because the whole
word is tricky; in the word was, only the letter a is underlined because it is
not sounded /a/.
Read the story a second time, pausing to point out Tricky Words.
If you have time, read the story again.
Wrap-Up
Discuss the following questions as a class, referring to the text to answer
questions. Students should respond in complete sentences, incorporating
the question stem in the answer. Students should read the answer to each
question from the text or point to the illustration while answering the question.
Unit 8 | Lesson 8
2013 Core Knowledge Foundation
53
Literal What does the van hit that sends it into the air? (The van hits a
big bump.)
2.
Literal What noises does the van make when it hits the land? (The
noises the van makes are: crash, smash, crunch, snap, and pop.)
3.
Inferential Describe what the van looks like after hitting the land.
(Accept reasonable answers.)
4.
Literal Does the fix-it man fix the van? (No, the fix-it man does not fix
the van.)
5.
Literal How do Sam and his mom get home? (They take a cab to get
home.)
6.
7.
Literal What does Sam do to make his mom feel better? (Sam holds
his moms hand and sings to her.)
8.
Evaluative How are traveling in a family car and a cab alike? How are
they different? (Accept reasonable answers based on the text and
illustrations.)
9.
Evaluative Sam sang to his mother to make her feel better when she
was sad. What would you do? (Accept reasonable answers based on
the text and illustrations.)
20 minutes
The Van
Give each student a Sam Reader.
Assign student pairs.
Ask students to sit with their partners and take turns reading The Van
aloud.
Encourage students who finish early to reread the stories Tasks and Sams
Pets. They should not read ahead.
As partners read, record anecdotal notes on student progress.
Take-Home Material
Practice Pack
Have students give Worksheet 8.2 to a family member.
54
Unit 8 | Lesson 8
2013 Core Knowledge Foundation
Code Knowledge
Before todays lesson: If students attempted to read 1,000 words in
a trade book, on average 385 of those words would be completely
decodable.
After todays lesson: If students attempted to read 1,000 words in
a trade book, on average 395 of those words would be completely
decodable.
The word was is the 10th most common word in the English language.
Unit 8 | Lesson 8
2013 Core Knowledge Foundation
55
Lesson 9
Review
Objectives
The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core
State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for
additional standards addressed in all lessons in this unit.
At a Glance
Exercise
Warm-Up
Materials
Minutes
10
15
15
Make a Rhyme
Small Group Work
Take-Home Story: Sams Pets
20
Worksheet 9.3
Advance Preparation
Prior to this lesson, write the following sentences on cards, sentence strips,
or the board:
56
Unit 8 | Lesson 9
2013 Core Knowledge Foundation
1.
3.
2.
4.
Warm-Up
10 minutes
The Short Vowel Sounds and Sound/Spelling Review
Part A
Display the Large Cards for i, e, a, and o, in that order, from left to right
so students can see them.
Say each sound while making the corresponding gesture. Have students
repeat after you.
Repeat several times.
Once students are confident in their pronunciation and able to say the sounds
clearly, have them say all four sounds from front to back: /i/, /e/, /a/, /o/ (from
the front of the mouth /i/ to the back of the mouth /o/). Then have them say
the sounds from back to front: /o/, /a/, /e/, /i/.
/i/
/e/
/a/
/o/
pretend to cry
Part B
Review the Large Cards for ch, sh, th, ng, qu, and 15 other spellings
already taught. Select spellings students need to practice.
Follow the same procedures described in Lesson 1.
Unit 8 | Lesson 9
2013 Core Knowledge Foundation
57
15 minutes
Name
Nam
the
the
Name
the
the
58
the
Unit 8 | Lesson 9
2013 Core Knowledge Foundation
1.
the
5.
from
2.
6.
one
3.
of
7.
was
4.
all
15 minutes
Make a Rhyme
Remind students two words rhyme when they end with the same sounds.
Give students some examples of rhyming words, e.g., cheesebees,
startart, dancechance, spendbend, etc.
Tell students you are going to ask them to produce some rhyming words.
Ask students to suggest some words rhyming with sad.
Complete the remaining word list.
1.
2.
3.
4.
5.
6.
7.
8.
9.
If time permits, ask students to provide their own examples of rhyming words.
Unit 8 | Lesson 9
2013 Core Knowledge Foundation
59
Differentiated Instruction
20 minutes
Worksheet 9.2
1.
3.
2.
4.
Group 1
Take-Home Material
Take-Home Story: Sams Pets
Have students give Worksheet 9.3 to a family member.
60
Unit 8 | Lesson 9
2013 Core Knowledge Foundation
Lesson 10
Spelling Alternatives
Objectives
The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core
State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for
additional standards addressed in all lessons in this unit.
At a Glance
Warm-Up
Introducing the Spelling
Alternatives
Chaining
Teacher Demonstration
Exercise
Practice
Word Sort
Take-Home Material
Materials
Minutes
15
10
15
15
Worksheet 10.2
Unit 8 | Lesson 10
2013 Core Knowledge Foundation
61
Warm-Up
5 minutes
The Short Vowel Sounds
Display the Large Cards for i, e, a, and o, in that order, from left to right
so students can see them.
Say each sound while making the corresponding gesture. Have students
repeat after you.
Repeat several times.
Once students are confident in their pronunciation and able to say the sounds
clearly, have them say all four sounds from front to back: /i/, /e/, /a/, /o/ (from
the front of the mouth /i/ to the back of the mouth /o/). Then have them say
the sounds from back to front: /o/, /a/, /e/, /i/.
/i/
/e/
/a/
/o/
pretend to cry
15 minutes
For words that contain double-letter spellings for consonants, we place the
divider after the double-letter spelling rather than in the middle. Whereas
most dictionaries would print batter, bigger, and traffic, we print batter,
bigger, and traffic. We do this because the double-letter spellings have
been taught as single spelling units in Core Knowledge Reading and we do
not wish to separate units students have been taught to process as whole
entities.
In CKLA, ck is treated as
a double-letter spelling
because c and k stand for
the same sound, /k/.
The double-letter spellings
usually follow short vowel
sounds and are rarely used
at the beginning of words.
Remind students digraphs are letter teams consisting of two letters but
representing only a single sound.
Tell students they are going to learn about more letter teams today.
62
Unit 8 | Lesson 10
2013 Core Knowledge Foundation
Write g on the board and ask students for the letter name first and then for
the sound the letter stands for.
Write gg on the board and explain this letter team is another way of writing
the /g/ sound; gg stands for /g/ just as single g does.
Write the word egg on the board, underlining the gg, and ask students to
read it.
Do the same for the other spellings listed in the box, giving a sample word for
each.
Explain that items 57 are longer words than students are accustomed to
reading. Write each of these words broken apart, syllable by syllable. Have
students blend each syllable and then blend the entire word.
If students need additional
practice reading, you may
select the activities in Unit 8,
Section I of the Assessment
and Remediation Guide.
1.
gg: egg
5.
2.
dd: add
6.
bb: rabb it
3.
ff: stuff
7.
cc: hicc up
4.
ll: hill
ck: rock
Tell students the ck spelling for /k/ is never at the beginning of a word, but
often at the end of words.
Summarize by explaining that double-letter spellings stand for the same
sounds as the single-letter spellings and they are rarely used at the beginning
of a word. For now, students will see them mostly at the end of words. Later
they will see them in the middle of words like swimming, rabbit, and hiccup.
Tell students whenever the double-letter spellings (including ck) appear on a
worksheet or in a story for the next few lessons, they will be printed in darker,
bolder ink to remind them two letters stand for a single sound.
Unit 8 | Lesson 10
2013 Core Knowledge Foundation
63
Chaining
10 minutes
Teacher Chaining
Write dwell on the board.
Ask a student to read the word, first in a segmented fashion and then blended.
Remove d to create well.
As you make this change, say to students, If that is dwell, what is this?
Continue with the remaining chains.
1.
dwell > well > will > wick > sick > stick
2.
cluck > click > cliff > clip > lip > chip
Teacher Demonstration
15 minutes
ff (/f/)
off
ll (/l/)
hill
bell
Unit 8 | Lesson 10
2013 Core Knowledge Foundation
Read the story a second time, pausing to point out Tricky Words and
double-letter spellings.
If you have time, read the story again, having students read aloud.
Wrap-Up
Discuss the following questions as a class, referring to the text to answer
questions. Students should respond in complete sentences, incorporating
the question stem in the answer. Students should read the answer to each
question from the text or point to the illustration answering the question.
Literal Why must Sams mom take the bus? (Sams mom must take
the bus because the van is not fixed.)
2.
3.
Evaluative Do you think Sams mom prefers driving her van or taking
the bus? Why? (Accept reasonable answers.)
4.
Evaluative Do you agree with Moms decision to ride the bus while
her van was broken? (Accept reasonable answers based on the text
and illustrations.)
5.
Evaluative What was the purpose of the bell Mom rang while she
was on the bus? (Accept reasonable answers based on the text and
illustrations.)
Practice
15 minutes
Word Sort
Distribute and display Worksheet 10.1.
Ask students to read all the words in the box aloud.
Now ask students to look back and read the first word, rock. Ask the
students if the /k/ sound in rock is spelled c, k, or ck.
Have students write rock in the third column, following your example.
Worksheet 10.1
Take-Home Material
Take-Home Story: Tasks
Have students give Worksheet 10.2 to a family member.
Unit 8 | Lesson 10
2013 Core Knowledge Foundation
65
Supplemental Resources
Newly decodable words:
Words included on the Dolch
word list or the Fry word list
ar indicated with an asterisk.
1.
will*
7.
black*
13. sell
2.
back*
8.
rock
14. pick*
3.
well*
9.
fell
15. shall*
4.
still
10. thick
16. add
5.
off*
11. hill
17. neck
6.
tell*
12. eggs
18. stuff
Chains:
1.
set > sell > shell > shall > sham > ram > rack > pack > pick > pill
2.
duck > buck > buff > cuff > puff > puck > pluck > luck > lick > pick
1.
skip rocks
7.
2.
hands off
8.
3.
pick it up
9.
dash up a hill
4.
get a snack
5.
add it up
6.
chicks in eggs
Code Knowledge
Before todays lesson: If students attempted to read 1,000 words in
a trade book, on average 395 of those words would be completely
decodable.
After todays lesson: If students attempted to read 1,000 words in
a trade book, on average 409 of those words would be completely
decodable.
Of the double-letter spellings taught in this lesson, ll, ck, and ff are
the ones most frequently used.
66
Unit 8 | Lesson 10
2013 Core Knowledge Foundation
Lesson 11
Review
Objectives
The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core
State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for
additional standards addressed in all lessons in this unit.
At a Glance
Exercise
Warm-Up
Teacher Chaining
Chaining
Reviewing the Tricky
Tricky Word Dictation
Words
Partner Reading-Reading
On the Bus
Time
Materials
Minutes
10
15
15
Sam Reader
20
Warm-Up
10 minutes
The Short Vowel Sounds and Sound/Spelling Review
Part A
Display the Large Cards for i, e, a, and o, in that order, from left to right
so students can see them.
Say each sound while making the corresponding gesture. Have students
repeat after you.
Repeat several times.
Unit 8 | Lesson 11
2013 Core Knowledge Foundation
67
Once students are confident in their pronunciation and able to say the sounds
clearly, have them say all four sounds from front to back: /i/, /e/, /a/, /o/ (from
the front of the mouth /i/ to the back of the mouth /o/). Then have them say
the sounds from back to front: /o/, /a/, /e/, /i/.
/i/
/e/
/a/
/o/
pretend to cry
Part B
Review the Large Cards for ch, sh, th, ng, qu, ck, ff, ll, and 12 other
spellings already taught. Select the spellings students need to practice.
Chaining
15 minutes
Teacher Chaining
68
Unit 8 | Lesson 11
2013 Core Knowledge Foundation
1.
fill > pill > pick > sick > slick > stuck > stuff > stiff
2.
odd > add > at > it > ill > chill > chick > kick
3.
sell > swell > well > will > wick > pick > puck > puff
15 minutes
Say the phrase big ships and ask students which word is missing from the
worksheet.
Ask students for the first sound in ships.
Have students write sh on the line, following your example.
Complete the remaining sounds and spellings in ships in the same fashion so
the word ships is written in its entirety on the line.
Model reading the word letter by letter as a strategy for double-checking its
spelling.
Continue demonstrating until students are ready to write the words
independently.
1.
big ships
5.
2.
6.
lots of fish
3.
7.
4.
8.
20 minutes
On the Bus
Give each student a Sam Reader.
Ask students to sit with their partners and take turns reading On the Bus aloud.
Encourage students who finish early to reread the stories The Van and
Tasks. They should not read ahead.
Listen to students read and record anecdotal notes on their progress.
If students need additional
practice reading you may
selectthe activities in Unit 8,
Section II of the Assessment
and Remediation Guide.
Unit 8 | Lesson 11
2013 Core Knowledge Foundation
69
Lesson 12
Spelling Alternatives
Objectives
The following language arts objectives are addressed in this lesson. Objectives aligning with the Common
Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart
standards addressed in all lessons in this unit.
At a Glance
Exercise
Materials
Minutes
15
10
15
Sam in Class
Sam Reader
20
Practice Pack
Worksheet 12.3
Demonstration Story:
Sam in Class
Advance Preparation
Prior to this lesson, you may want to write the following on the board:
ck (/k/)
Mack
black
checks
back
70
Unit 8 | Lesson 12
2013 Core Knowledge Foundation
ff (/f/)
off
ll (/l/)
till
bell
will
tell
yells
ss (/s/)
Miss
class
mess
25 minutes
15 minutes
Note: In this exercise a few two-syllable words are used because several of
the double-letter spellings are not found in common one-syllable words.
Remind students they have learned several double-letter spellings for
consonant sounds, e.g., ff stands for /f/ and ll for /l/.
Tell students they are going to learn about more letter teams.
Write s on the board and ask students for the letter name first and then for the
sound of the letter.
Write ss on the board and explain this letter team is another way of writing the
/s/ sound; ss stands for /s/ just as s does.
Write the word dress on the board, underlining the ss, and ask students to
read it.
Do the same for the other spellings listed below, giving a sample word for each.
Explain to students these double-letter spellings stand for the same sound as
the single-letter spellings.
Tell students double-letter spellings are rarely used at the beginning of a word.
For now, students will see them mostly at the end of words. Later they will see
them in the middle of words like puppet and ferret.
Tell students whenever the double-letter spellings appear on a worksheet or
in a story for the next few lessons, they will be printed in darker, bolder ink to
remind them the two letters stand for a single sound.
Note: Explain that items 5 and 6 are longer words. Write each of these
words broken apart, syllable by syllable. Have students sound and blend
each syllable and the blend the entire word.
1.
ss: dress
3.
zz: buzz
5.
pp: pupp et
2.
tt: mitt
4.
nn: inn
6.
rr: ferr et
Unit 8 | Lesson 12
2013 Core Knowledge Foundation
71
10 minutes
glass
4.
thing
7.
quiz
2.
sock
5.
egg
8.
fuzz
3.
chest
6.
chill
9.
add
Teacher Demonstration
15 minutes
ff (/f/)
off
ll (/l/)
till
bell
will
tell
yells
ss (/s/)
Miss
class
mess
Challenging Vocabulary
Before reading todays story, preview the following vocabulary with students.
Write the words on the board for students to read, explain the meanings of
the words, and use them in oral sentences.
1.
printto write
2.
Unit 8 | Lesson 12
2013 Core Knowledge Foundation
Display the story Sam in Class using the Sam Big Book or Media Disk.
Have students follow along in their own Readers.
Have students read the title of the story.
Read the story Sam in Class once without interruption, running a finger
beneath the words as you read them.
Read the story a second time, pausing to point out Tricky Words and doubleletter spellings.
If you have time, read the story again, having students read aloud.
Wrap-Up
Discuss the following questions as a class, referring to the text to answer
questions. Students should respond in complete sentences, incorporating
the question stem in the answer. Students should read the answer to each
question from the text or point to the illustration answering the question.
2.
3.
Literal What does Sam have to do before he can go swim? (Sam has
to do his printing.)
4.
5.
Evaluative Would it have been better if Sam completed his work neatly
the first time? Why? (Accept reasonable answers based on the text
and illustrations.)
6.
Evaluative How can you prove that Miss Mack wanted the students
to have good handwriting? (Accept reasonable answers based on the
text and illustrations.)
20 minutes
Sam in Class
Give each student a Sam Reader.
Select an appropriate oral reading activity for students.
If you finish early, read the stories On the Bus and The Van in the same
fashion.
Unit 8 | Lesson 12
2013 Core Knowledge Foundation
73
Take-Home Material
Practice Pack
Have students give Worksheet 12.3 to a family member.
Supplemental Resources
Newly decodable words:
Words included on the
Dolch word list or the Fry
word list are indicated with
an asterisk.
1.
less
5.
cross
9.
2.
class
6.
loss
10. inn
14. mutt
3.
glass
7.
dress*
11. jazz
15. mitt
4.
grass
8.
moss
12. buzz
16. fuzz
kiss
13. hiss
Chains:
1.
fuzz > buzz > bun > buff > buck > luck > lick > click > clack > class
2.
mug > mutt > mitt > miss > hiss > hill > bill > bell > shell > fell
kiss mom
5.
9.
2.
dress well
6.
3.
buzz in
7.
4.
a big loss
8.
a glass of milk
Code Knowledge
Before todays lesson: If students attempted to read 1,000 words in
a trade book, on average 409 of those words would be completely
decodable.
After todays lesson: If students attempted to read 1,000 words in
a trade book, on average 414 of those words would be completely
decodable.
Of the double-letter spellings taught in this lesson, ss, tt, and pp are
the ones most frequently used.
74
Unit 8 | Lesson 12
2013 Core Knowledge Foundation
Lesson 13
Review
Objectives
The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core
State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for
additional standards addressed in all lessons in this unit.
At a Glance
Exercise
Warm-Up
Practice
True or False
Teacher Demonstration
Take-Home Material
Materials
Minutes
10
cards for t, s, w, b, k, m,
d, e, i, u, ll, ck, ss
20
15
15
Unit 8 | Lesson 13
2013 Core Knowledge Foundation
75
Advance Preparation
Write the spellings from the box below on sheets of paper, one spelling per
sheet.
2.
3.
4.
5.
6.
7.
2.
3.
ll
2.
ck
3.
ss
ll (/l/)
chills
Warm-Up
mm (m)
swimming
10 minutes
The Short Vowel Sounds and Sound/Spelling Review
Note: Today you will include the last of the five short vowel sounds, /u/. It
may be difficult for students to say and hear the difference between /a/ and
/u/, and /u/ and /o/.
Part A
Display the Large Cards for i, e, a, u, and o, in that order, from left to
right so students can see them.
Say each sound while making the corresponding gesture. Have students
repeat after you.
Repeat several times.
76
Unit 8 | Lesson 13
2013 Core Knowledge Foundation
Once students are confident in their pronunciation and able to say the sounds
clearly, have them say all five sounds front to back: /i/, /e/, /a/, /u/, /o/ (from
the front of the mouth /i/ to the back of the mouth /o/). Then have them say
the sounds back to front: /o/, /u/, /a/, /e/, /i/.
/i/
/e/
/a/
/u/
/o/
pretend to cry
Part B
Review the Large Cards for ch, sh, th, ng, qu, ck, ff, ll, ss, and 11
other spellings already taught. Select spellings students need to practice.
Use the procedures described in earlier lessons. (When you come to the
digraph th, be sure students name both possible sounds (voiceless /th/ and
voiced /th/.)
Practice
35 minutes
Guess It and Spell It
20 minutes
Unit 8 | Lesson 13
2013 Core Knowledge Foundation
77
1.
2.
If you eat food that has spoiled or become rotten, you may feel (sick/ill).
3.
Some people get their water from a deep hole in the ground called a
(well).
4.
In soccer, you cant touch the ball with your hands; you have to (kick) it.
5.
The mother loved her little baby so much, she gave him a big hug and
(kiss).
6.
If your room is not neat, your family member may say, Clean up this
(mess)!
7.
8.
True or False
15 minutes
Teacher Demonstration
15 minutes
78
Unit 8 | Lesson 13
2013 Core Knowledge Foundation
ll (/l/)
chills
mm (m)
swimming
Challenging Vocabulary
Before reading todays story, preview the following vocabulary with students.
1.
Unit 8 | Lesson 13
2013 Core Knowledge Foundation
79
Literal How do Sam and Chad keep their clothes dry while they go
swimming? (They keep their clothes dry by leaving them on the shore.)
2.
Literal Where do they leave their pants? (They leave their pants on the
sand and the big rock.)
3.
4.
5.
Literal What happens to Chads pants? (Max took Chads pants but
Chad got them back.)
6.
Evaluative Would it have been better if Sam and Chad had checked
to see if the water was too cold before they jumped in? (Accept
reasonable answers based on the text and illustrations.)
7.
Evaluative How do you know that Max was just playing when he took
Chads pants? (Accept reasonable answers based on the text and
illustrations.)
Take-Home Material
Take-Home Story: The Van
Have students give Worksheets 13.3 and 13.4 to a family member.
80
Unit 8 | Lesson 13
2013 Core Knowledge Foundation
Lesson 14
Review
Objectives
The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core
State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for
additional standards addressed in all lessons in this unit.
At a Glance
Exercise
Warm-Up
Practice
Connect It
(RF.K.3c)
Materials
Minutes
15
20
Sam Reader
20
Worksheet 14.3
Advance Preparation
Prior to this lesson, write the following on chart paper or the board:
ss
glass
grass
kiss
hiss
mess
less
ll
fill
pill
spill
tell
sell
well
ff
huff
puff
stuff
staff
stiff
cliff
ck
back
tack
tick
click
clock
tock
gg
egg
dd
add
odd
Unit 8 | Lesson 14
2013 Core Knowledge Foundation
81
Warm-Up
5 minutes
The Sound/Spelling Review
Note: Today you will only review the Large Cards.
Review the Large Cards for ch, sh, th, ng, qu, ck, ff, ll, ss, and
11 other spellings that have been taught. Select spellings students need to
practice. (When you come to the digraph th, be sure students name both
possible sounds (voiceless /th/ and voiced /th/.)
Practice
15 minutes
Connect It
Distribute and display Worksheet 14.1.
Ask students to read the first phrase.
Ask which of the pictures match the phrase trash smells.
Have students draw a line from the phrase trash smells to the matching
picture, following your example.
Worksheet 14.1
Differentiated Instruction
20 minutes
Write the following decodable sentences on the board. If students finish early,
have them read, copy, and illustrate some of the sentences.
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Unit 8 | Lesson 14
2013 Core Knowledge Foundation
1.
3.
2.
4.
Group 1
Refer to the previously prepared lists of words on the board. Review the
sound represented by each spelling and ask students to read the words in
each list aloud.
ss
glass
grass
kiss
hiss
mess
less
ll
fill
pill
spill
tell
sell
well
ff
huff
puff
stuff
staff
stiff
cliff
ck
back
tack
tick
click
clock
tock
gg
egg
dd
add
odd
20 minutes
The Chills
Give each student a Sam Reader.
Assign student pairs.
Ask students to sit with their partners and take turns reading The Chills
aloud.
If students need additional
practice reading, you
may select the activities
in Unit 8, Section II of
the Assessment and
Remediation Guide.
Encourage students who finish early to reread the stories Sam in Class and
On the Bus. Students should not read ahead.
Listen to students read and record anecdotal notes on their progress.
Take-Home Material
Take-Home Story: On the Bus
Have students give Worksheet 14.3 to a family member.
Unit 8 | Lesson 14
2013 Core Knowledge Foundation
83
Assessment
Student Performance Task Assessment
The Unit 8 Student Performance Task Assessment is a comprehensive,
multipart assessment of all letter-sound correspondences, Tricky Words,
and letter names taught in the CKLA program. With just several months of
Kindergarten CKLA instruction remaining, it is imperative that you clearly
identify any individual student weaknesses. To be successful in first grade,
students must have mastered the basic code for the short vowel and
consonant sounds and be able to apply this knowledge to blend and read
words of 35 sounds.
Administering the Student Performance Task Assessment
Please give this multipart assessment to all students beginning in Lesson15
of Unit 8. The results will allow you to determine which students need
additional review and reinforcement and/or differentiated instruction.
Lesson 15: Whole Group Assessment
Administer the Word Recognition Assessment to the entire class and score
the test.
Scoring: Sort the students into two groups based on their performance
on the Word Recognition Assessment. Students who score 90% (18 or
more correct out of 20) or better have strong word recognition skills and
can be placed in a low-risk category. Students who score below 90% (less
than 18 correct) need further assessment using the Pseudoword Reading
Assessment. An optional Real Word Reading Assessment is provided but
should only be used if you feel the measurement of the students ability is
somehow compromised by using the Pseudoword Reading Assessment.
Lesson 16: Whole Group Assessment
Administer the Lowercase Letter Names Assessment to all students.
Managing the Individual Student Performance Task Assessment and Independent Practice
To provide you with a window of time to individually assess students we
have provided Workbook pages for the rest of the class to complete. Explain
the worksheets to all students and have them work independently while you
assess each student.
84
Unit 8 | Assessment
2013 Core Knowledge Foundation
Individual Assessment
Begin to administer the Pseudoword Reading Assessment, individually
to each student who scored below 90% (less than 18 correct) on the
Word Recognition Assessment. The optional Real Word Reading
Assessment should only be used if you feel the accuracy of the results of the
Pseudoword Reading Assessment is in doubt.
Scoring: Sort the students again. Students who score 90100% (27 or
better correct out of 30) on the Pseudoword Reading Test have strong
word attack skills. Students who score below 90% (less than 27 correct)
need further assessment to pinpoint gaps in their knowledge of letter sound
correspondences.
Lesson 17: Whole Group Assessment
Administer the Tricky Word Assessment to the entire class.
Individual Assessment
Administer the Code Knowledge Diagnostic Assessment, to each student
who scored below 90% (less than 27 correct) on the Pseudoword or Real
Word Reading Assessment. This test will allow you to pinpoint specific
letter-sound correspondences individual students have not yet mastered.
Recording and Analyzing Results:
We have provided guidelines to help you calculate and analyze the results for
each of the Student Performance Task Assessments. We have also provided
charts on which you may compile class results.
Worksheet 15.1 is provided as a recording sheet for each individual student.
This sheet should be placed in the students assessment portfolio along with
the actual Student Performance Task Assessment worksheets completed
by each student. You may need this documentation for family member
conferences or for RtI.
After giving these assessments and recording the results, you should be able
to identify those students in your class who need the most assistance with
the code knowledge presented thus far. You should also be able to pinpoint
specific weaknesses. For example, you should be able to identify specific
letter-sound correspondences a student has not mastered. Please use this
information to determine remediation strategies.
We encourage you to closely examine the performance of each student
in your class and to tailor your instruction and remediation to the specific
needs of your students. The assessment scores, combined with your daily
observations of student performance, should provide you with enough
information to group your students according to their instructional needs. The
effectiveness of your remediation will depend upon the ongoing monitoring
of individual student progress. Therefore, these groupings should be flexible
and should allow for movement between groups as students meet their goals
and as their specific needs change. We strongly recommend giving serious
Unit 8 | Assessment
2013 Core Knowledge Foundation
85
86
Unit 8 | Assessment
2013 Core Knowledge Foundation
Lesson 15
Administer Word Recognition
Student Performance Task Assessment
to all students
Lesson 16
Administer Lowercase Letter Names
Student Performance Task Assessment
to all students
Lesson 16 (continued)
Administer Pseudoword Reading
(Preferred)
or
Real Word Reading
(Alternate)
Lesson 16 (continued)
Independent Work
Lesson 17
Administer Tricky Word
Assessment to all students
Lesson 17 (continued)
Independent Work
Lesson 17 (continued)
Administer the Code Knowledge
Diagnostic Assessment or
Independent work
Lesson 18
Administer Story Reading Assessment
or Independent Work
Lesson 18
Administer the Code Knowledge
Diagnostic Assessment or
Independent work
Lesson 1920
Continue Administering Individual
Assessments as needed
Unit 8 | Assessment
2013 Core Knowledge Foundation
87
Lesson 15
Review
Student Performance
Task Assessment
Objectives
The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core
State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for
additional standards addressed in all lessons in this unit.
At a Glance
Student Performance
Task Assessment
Teacher Demonstration
and Whole Group
Reading
Exercise
Practice
Materials
Minutes
20
20
20
Note to Teacher
As noted in the Introduction to Unit 8, the Student Performance Task
Assessment at the end of this unit consists of several parts. Some are
administered to the group as a whole and some are administered individually
based on students results on the group assessment.
Today you will administer the Word Recognition Assessment to the entire
class. During this task, you will ask students to select one word from four
choices to match the word you call out to the class. Go slowly between
assessment items. Say the words three times. Do not elongate or segment
the words. You may find it helpful to have students use a paper strip so they
do not lose their place as you move through the assessment.
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Unit 8 | Lesson 15
2013 Core Knowledge Foundation
It is important for you to score students work today after they complete this
assessment. The scores of todays assessment will indicate which students
should be assessed during the remainder of this week with various individual
assessments.
Over the course of the next several lessons, you will continue to administer
Student Performance Task Assessments to develop a clear picture of each
students skills at this point in time.
Students who score poorly on the majority of the assessments should be
considered for a remediation group in lieu of proceeding to Units 9 and 10.
Advance Preparation
Prior to this lesson, write the following chart on the board:
ck (/k/)
pack
back
luck
ff (/f/)
huffs
puffs
ll (/l/)
yells
20 minutes
Tell students you will ask them to point to each numbered row and then you
will say a word. They should look at all of the words in the row and then draw
a circle around the word you say.
Tell students you will do one for practice. Ask students to put their finger
on the row starting with . Say cat and ask them to look carefully at all four
choices. Repeat the word cat two more times. Do not segment or elongate
the word. After all students have had time to circle a word, review the correct
response, which is the very last word at the end of the row.
Continue in the same fashion with the actual words on the assessment.
Remember to tell students to point to the numbered row before you say the
word for that particular row and remember to repeat each word three times.
1.
met
6.
pad
11. thin
16. egg
2.
rob
7.
sip
12. chill
17. wicks
3.
yes
8.
ken
13. chips
18. king
4.
had
9.
fat
14. quest
19. drip
5.
got
10. fox
15. buzz
20. shot
Unit 8 | Lesson 15
2013 Core Knowledge Foundation
89
20 minutes
ff (/f/)
huffs
puffs
ll (/l/)
yells
Also, write the following Tricky Words on the board and review: one, of, the
90
Unit 8 | Lesson 15
2013 Core Knowledge Foundation
Tell students they will read a story about Sam called Stop That Bus! Ask
students to pay special attention to the story so they can tell you why the
story has that title.
Reading the Story
Display the story Stop That Bus! using the Sam Big Book or Media Disk and
distribute the Readers.
Have students read the title of the story.
Read the story Stop That Bus! once without interruption, running a finger
beneath the words as you read them. Have students follow along in their own
Readers.
Read the story a second time, pausing to point out Tricky Words and doubleletter spellings.
Read the story again, having students read.
Wrap-Up
Discuss the following questions as a class referring to the text to answer
specific questions as needed.
Literal Why did Sams mom yell Sam, get up! (Sams mom yelled
because they were late.)
2.
Literal What does Sams mom hand him? (Sams mom hands him his
pack and his lunch.)
3.
Literal Why do Sam and his mom run fast? (Sam and his mom run
fast to catch the bus.)
4.
Literal Who gets the bus driver to stop? (One of the kids on the bus
gets the bus driver to stop.)
5.
Evaluative Do you think the title of the story is a good title? Why or
why not? (Accept reasonable answers.)
6.
Evaluative Why did Sam and his mom need to hurry? (Accept
reasonable answers based on the text and illustrations.)
7.
Evaluative Why was it a good idea for Sam to hurry? What was
the outcome? (Accept reasonable answers based on the text and
illustrations.)
Unit 8 | Lesson 15
2013 Core Knowledge Foundation
91
Practice
20 minutes
How Many Sounds?
Distribute and display Worksheet 15.3.
Ask students to tell you the first sound in the first word.
Ask students to identify the /sh/ spelling.
Have students circle the spelling sh, following your example.
Worksheet 15.3
If students need additional
practice writing words with
double-letter spellings, you
may use any of the Pausing
Point exercises that
address writing words with
double-letter spellings
and the activities in
Unit 8, Section 1 of
the Assessment and
Remediation Guide.
92
Complete the remaining sounds and spellings in shock in the same fashion.
Ask students how many sounds are in the word shock.
Have students write the number 3 in the box, following your example.
Have students copy shock on the handwriting guide, following your example.
Continue demonstrating until students are ready to work independently.
Unit 8 | Lesson 15
2013 Core Knowledge Foundation
Unit 8 | Lesson 15
93
Student Name
Total Score
Directions: In this chart, record student names and scores. If the student scores less than 90% (less than
17 correct) record their name and results. You may also wish to record individual students scores on the
Student Summary Sheet (Worksheet 15.1).
Lesson 16
Review
Student Performance
Task Assessment
Objectives
The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core
State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for
additional standards addressed in all lessons in this unit.
At a Glance
Student Performance
Task Assessment
Small Group or PartnerReading Time
Exercise
Lowercase Letter Name
Assessment
Stop That Bus!
Independent Practice
Individual Student
Performance Task
Assessment
Materials
Minutes
Worksheet 16.1
20
Sam Reader
20
Advance Preparation
Prior to this lesson, write the following chart on the board:
a
u
o
pack
huff
stop
back
puff
spots
hands
luck
pants
lunch
fast
jumps
grab
94
Unit 8 | Lesson 16
2013 Core Knowledge Foundation
e
yells
20 minutes
Worksheet 16.1
Tell students you will ask them to point to a row and listen as you say the
name of a letter. Tell students they are to circle the letter you name.
Ask students to point to row number 1. Say the letter name for e (eeee),
Repeat two times, giving students time to circle a letter.
Continue in the same manner with each of the letters in the box below.
1.
8.
15. c
22. r
2.
9.
16. z
23. q
3.
10. g
17. t
24. f
4.
11. a
18. j
25. v
5.
12. n
19. i
26. w
6.
13. d
20. p
7.
14. l
21. s
Good
2018 correct
Fair
17 or less
Poor
Record students names, scores, and any letters missed on the Class Record
Sheet located at the end of this lesson.
If students score poorly on this assessment but are successful on the other
assessments, they may still move onto Unit 9 while receiving remediation
on letter names from the Pausing Point of Unit 6 or the Assessment and
Remediation Guide for Unit 6.
If students score in the poor range and also score poorly on other
assessments, consideration should be given to placing those students in
a remediation group, not continuing to Units 9 and 10. However, for these
students a focus on letter-sound associations and blending and segmenting
not on letter nameswould likely be the best use of instructional time.
Unit 8 | Lesson 16
2013 Core Knowledge Foundation
95
20 minutes
Group 2: Have students take out their Readers, sit with their partners, and take
turns rereading Stop That Bus! aloud. Students who finish early should reread
the stories The Chills and Sam in Class. They should not read ahead.
Group 1: Refer to the lists of words prepared in advance. Review the sound
represented by the spelling at the top of the list and then ask students to read
the words in each list aloud, calling attention to various patterns, e.g., all the
words in this list have the /a/ sound, etc.
a
pack
back
hands
pants
fast
grab
u
huff
puff
luck
lunch
jumps
o
stop
spots
e
yells
Also write the following Tricky Words on the board to review: one, of.
Have students turn to the Table of Contents and identify the page on which
the story Stop That Bus! begins (page 64) and turn to that page.
Select an appropriate oral reading activity for the group.
Ask students to turn to a partner for Think Pair Share. Direct them to ask each
other a question about the story. After students have had a chance to talk
with their partner, ask several students to share the questions and answers
that they discussed.
If time permits, read The Chills and Sam in Class using the same format.
96
Unit 8 | Lesson 16
2013 Core Knowledge Foundation
Independent Practice
20 minutes
Worksheet 16.5: Tell students they will be working with rhyming words on this
worksheet. To review the concept of rhyming, say the word fan and ask students
to come up with oral examples of rhyming words, such as can, man, tan.
On the front of the worksheet, students should draw lines to connect each
word with its matching rhyming word. On the back of the worksheet, point
out each row has two rhyming words. Students are to write another rhyming
word on the line provided in each row. Remind students rhyming words
end with the same sounds. They should pay special attention to the ending
sounds and letters in the examples if they are having difficulty thinking of a
rhyming word.
Unit 8 | Lesson 16
2013 Core Knowledge Foundation
97
98
Unit 8 | Lesson 16
2013 Core Knowledge Foundation
Unit 8 | Lesson 16
99
lin
nist
thog
3.
4.
5.
geck
kem
2.
6.
wug
1.
Pseudowords
vell
shup
brin
fod
jid
rab
tass
chim
clup
cax
pog
sep
beff
quib
stent
ved
lum
zat
dagg
ling
glosp
mip
yod
het
dog
yes
let
step
then
puff
1.
2.
3.
4.
5.
6.
Real Words
back
shop
drop
rim
fax
bed
egg
chin
rust
jot
cup
rat
miss
quit
bend
zip
van
him
fell
long
spent
wag
sad
but
Student
Score
Student
Score
Initial Sound
Error
( Lines 13)
Medial Sound
Error
( Lines 13)
Final Sound
Error
(Lines 13)
Cluster Errors
(Line 4)
Consonant
Doubles
(Line 6)
Student
Score
Initial Sound
Error
( Lines 13)
Medial Sound
Error
( Lines 13)
Final Sound
Error
(Lines 13)
Diagraph Errors
(Line 5)
Consonant
Doubles
(Line 6)
Lesson 17
Review
Student Performance
Task Assessment
Objectives
The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core
State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for
additional standards addressed in all lessons in this unit.
(SL.K.2)
At a Glance
Exercise
Student Performance
Task Assessment
Teacher Demonstration
Demonstration Story:
Sam and the Duck
Independent Practice
Individual Student
Performance Task
Assessment
Take-Home Material
Materials
Minutes
Worksheet 17.1
15
15
Worksheets 17.217.5
30
Worksheet 17.6
Tricky Words
Worksheet 17.7
Advance Preparation
Prior to this lesson write the following chart on the board:
ck (/k/)
dock
Mack
duck
pecks
ff (/f/)
off
ll (/l/)
tells
yells
ss (/s/)
class
Miss
15 minutes
Say a (pronounced uhh). Repeat the word two more times, directing
students to circle the correct word. Continue in the same fashion with the
remaining words in the box.
1.
5.
one
2.
from
6.
of
3.
the
7.
all
4.
was
Teacher Demonstration
15 minutes
ff (/f/)
off
ll (/l/)
tells
yells
ss (/s/)
class
Miss
1.
2.
3.
Tell students they will read a story about Sams class trip. Ask students to
pay special attention to the story so they can tell you where Sams class goes
on their trip.
Reading the Story
Display the story Sam and the Duck using the Sam Big Book or Media Disk
and distribute the Readers.
Have students read the title of the story.
Read the story Sam and the Duck once without interruption, running a
finger beneath the words as you read them.
Read the story a second time, pausing to point out Tricky Words and doubleletter spellings. Also, point out the contractions lets (page 76) and its (page 78).
If you have time, read the story again, having students read aloud.
Wrap-Up
Discuss the following questions as a class, referring to the text to answer
questions. Students should respond in complete sentences, incorporating
the question stem in the answer. Students should read the answer to each
question from the text or point to the illustration while answering the question.
Literal Where does Sams class go on their trip? (Sams class goes to
the dock.)
2.
Literal What does the fish man say the kids can do? (The fish man
says they can dig in the sand.) What does he tell the kids not to do?
(The fish man says they should not pet the duck.)
3.
Literal Why shouldnt the kids pet the duck? (The duck is a bad duck
who pecks at kids.)
4.
Literal What do Sam and Chad find in the sand? (Sam and Chad find
a ring.)
5.
Evaluative What are some ways the ring might have ended up in
the sand? (Accept reasonable answers based on the text and
illustrations.)
6.
Evaluative Sam and Chad obeyed their teacher. What choice would
you have made? Why? (Accept reasonable answers based on the text
and illustrations.)
7.
Literal What does the duck do with the ring? (The duck runs off with
the ring.)
Independent Practice
30 minutes
Worksheets 17.217.5
Worksheet 17.6
If a student scored:
17 or less on the Word Recognition Assessment
AND
26 or less on either the Pseudoword or Real Word Reading Assessments
AND
22 or less on Rows 15 of the Code Knowledge Diagnostic Assessment
(especially if any of the errors in these rows are vowels) AND/OR 25 or less on
Rows 17
Take-Home Material
Tricky Words
Have students give Worksheet 17.7 to a family member.
Student
from
the
one
of
all
1.
2.
3.
4.
5.
6.
sh
ch
th
ng
qu
7.
ff
ss
ll
gg
ck
Unit 8 | Lesson 17 111
2013 Core Knowledge Foundation
Student
t y
j k
c w x
sh ch
th
ng
qu
ff
ss
ll
gg
ck
Sound
Unit
Lesson
1.
1.
1.
1.
1.
2.
2.
2.
2.
2.
3.
3.
3.
3.
3.
4.
4.
4.
4.
4.
10
5.
5.
5.
5.
5.
6.
sh
6.
ch
6.
th, th
4/5
6.
ng
6.
qu
7.
ff
10
7.
ss
12
7.
ll
10
7.
gg
10
7.
ck
10
Lesson 18
Review
Student Performance
Task Assessment
Objectives
The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core
State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for
additional standards addressed in all lessons in this unit.
At a Glance
Exercise
Warm-Up
Partner Reading-Reading
Time
Independent Practice
Individual Student
Performance Task
Assessment
Take-Home Material
Materials
Minutes
10
Sam Reader
20
Take-Home Story:
Stop That Bus!
Worksheet 18.4
Warm-Up
30
10 minutes
The Short Vowel Sounds and Sound/Spelling Review
Part A
Display the Large Cards for i, e, a, u, and o, in that order, from left to
right so students can see them.
Say each sound while making the corresponding gesture. Have students
repeat after you.
Repeat several times.
Once students are confident in their pronunciation and able to say the sounds
clearly, have them say all five sounds front to back: /i/, /e/, /a/, /u/, /o/ (from
the front of the mouth /i/ to the back of the mouth /o/). Then have them say
the sounds back to front: /o/, /u/, /a/, /e/, /i/.
/i/
/e/
/a/
/u/
/o/
pretend to cry
Part B
Review the Large Cards for ch, sh, th, ng, qu, ck, ff, ss, ll, and
11 other spellings already taught. Select spellings students need to practice
most.
Use the procedures described in earlier lessons. (When you come to the digraph
th, be sure students name both possible sounds: voiceless /th/ and voiced /th/.)
20 minutes
Independent Practice
30 minutes
Worksheets 18.118.2
Remove Worksheet 18.2 from the Workbook to use as a recording sheet for
the students performance.
Follow the prompts at the top of Worksheet 18.2 to administer the
assessment.
Scoring and Analysis
At a later time you will want to examine the assessment more closely than the
initial recording of student performance.
Student Performance
Very good. The student is decoding easily
and fluidly
Good. The student is on the way to
conquering the code!
Concerning. The student may not
be processing the code knowledge
automatically. This student would benefit
from rereading stories.
Comprehension Questions
Examine the patterns of errors, if there are any.
Are the comprehension errors from events or information presented at the
beginning of the selection? Was the student reading so slowly they do not
recall what happened at the beginning of the story? There may be decoding
issues to examine.
Are the comprehension errors from events or information presented at the
end of the selection? If so, is the student able to find the correct answer by
looking back?
If the student read fluently but still did not answer the questions correctly,
was the student able to find the answer by looking back in the text? If so, the
difficulty may be an over-reliance on the text.
Take-Home Material
Take-Home Story: Stop That Bus!
Have students give Worksheet 18.4 to a family member.
Lesson 19
Review
Student Performance
Task Assessment
Objectives
The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core
State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for
additional standards addressed in all lessons in this unit.
(RL.K.3)
At a Glance
Exercise
Warm-Up
Practice
Word Box
Teacher Demonstration
Demonstration Story:
Max in the Mud
Small Group-Reading
Time
Take-Home Material
Take-Home Story:
Sam and the Duck
Materials
Minutes
10
15
15
Sam Reader
20
Worksheet 19.2
Note to Teacher
If necessary, continue administering individual assessments as needed during
Lessons 19 and 20.
Advance Preparation
Prior to this lesson, write the following charts on the board:
ck (/k/)
tracks
deck
ck
tracks
deck
ff (/f/)
sniffs
ll
yells
smells
ll (/l/)
yells
smells
ff
sniffs
th
bath
Warm-Up
sh
fresh
10 minutes
The Short Vowel Sounds and Sound/Spelling Review
Part A
Display the Large Cards for i, e, a, u, and o, in that order, from left to
right so students can see them.
Say each sound while making the corresponding gesture. Have students
repeat after you.
Repeat several times.
Once students are confident in their pronunciation and able to say the sounds
clearly, have them say all five sounds front to back: /i/, /e/, /a/, /u/, /o/ (from
the front of the mouth /i/ to the back of the mouth /o/). Then have them say
the sounds back to front: /o/, /u/, /a/, /e/, /i/.
/i/
/e/
/a/
/u/
/o/
pretend to cry
Part B
Review the Large Cards for ch, sh, th, ng, qu, ck, ff, ss, ll, and
11 other spellings already taught. Choose the spellings students need to
practice.
Use the procedures described in earlier lessons.
When you come to the digraph th, be sure students name both possible
sounds (voiceless /th/ and voiced /th/).
Unit 8 | Lesson 19 119
2013 Core Knowledge Foundation
Practice
15 minutes
Word Box
Note: Instead of modeling this worksheet, you may prefer to have the
students complete the worksheet independently while you meet with
students in order to continue individual assessments.
Distribute and display Worksheet 19.1.
Ask students to read the first word.
Worksheet 19.1
If students need additional
practice reading, you
may select the activities
in Unit 8, Section I of
the Assessment and
Remediation Guide.
Teacher Demonstration
15 minutes
ff (/f/)
sniffs
ll (/l/)
yells
smells
Also write the Tricky Words the and a on the board and review.
Review the use of the apostrophe as an indication of ownership (e.g.,
possessive).
Purpose for Reading
Tell students they will read a story about Sams dog, Max. Ask students to
pay special attention to the story so they can tell you what happens when
Max walks on the deck.
Reading the Story
Display the story Max in the Mud using the Sam Big Book or Media Disk
and distribute the Readers.
Have students read the title of the story.
Read the story Max in the Mud once without interruption, running a finger
beneath the words as you read them. Direct students to follow along in their
own Reader.
Read the story a second time, pausing to point out Tricky Words and doubleletter spellings.
If you have time, read the story again, having students read aloud.
Wrap-Up
Discuss the following questions as a class.
Literal What happens when Max walks on the deck? (Max gets his
muddy footprints on the deck.)
2.
Inferential How does Sams mom feel about Max getting muddy?
(Accept reasonable answers.)
3.
4.
Literal What does Mom do with Max? (Mom sniffs Max; Mom gives
Max a bath.)
5.
Evaluative Why do you think Sams mom told Sam to mop the deck?
(Accept reasonable answers based on the text and illustrations.)
6.
Evaluative How would you prove that Max made the muddy prints?
(Accept reasonable answers based on the text and illustrations.)
20 minutes
Group 2: Have students take out their Readers, sit with their partners, and
take turns reading Max in the Mud aloud. Students who finish early should
reread the story Sam and the Duck or complete an optional vocabulary
worksheet. They should not read ahead.
Group 1: Referring to the chart you prepared in advance review the sound
represented by the spelling at the top of the chart. Ask students to read the
words in each list aloud calling attention to various patterns, e.g., all the
words in this list have a /ck/ sound at the end, etc.
ck
tracks
deck
ll
yells
smells
ff
sniffs
th
bath
sh
fresh
Also write the following Tricky Words on the board to review, the and a.
Have students turn to the Table of Contents and identify the page on which
the story Max in the Mud begins (page 82) and turn to that page.
Select an appropriate oral reading activity for this group and ask them to read
the story aloud.
Ask students to turn to a partner for Think Pair Share. Direct them to ask each
other a question about the story. After students have had a chance to talk
with their partner, ask several students to share the questions and answers
they discussed.
If time permits, read Sam and the Duck and Stop that Bus!, using the
same format.
Take-Home Material
Take-Home Story: Sam and the Duck
Have students give Worksheet 19.2 to a family member.
Lesson 20
Review
Student Performance
Task Assessment
Objectives
The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core
State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for
additional standards addressed in all lessons in this unit.
At a Glance
Exercise
Warm-Up
Dictation
Reviewing Rhyming
Words
Small Group-Reading
Time
Materials
Minutes
10
Dictation Identification
15
15
20
The Band
Warm-Up
10 minutes
The Short Vowel Sounds and Sound/Spelling Review
Part A
Display the Large Cards for i, e, a, u, and o, in that order, from left to
right so students can see them.
Say each sound while making the corresponding gesture. Have students
repeat after you.
Repeat several times.
Once students are confident in their pronunciation and able to say the sounds
clearly, have them say all five sounds front to back: /i/, /e/, /a/, /u/, /o/ (from
the front of the mouth /i/ to the back of the mouth /o/). Then have them say
the sounds back to front: /o/, /u/, /a/, /e/, /i/.
/i/
/e/
/a/
/u/
/o/
pretend to cry
Part B
Review the Large Cards for ch, sh, th, ng, qu, ck, ff, ss, ll, and 11
other spellings already taught. Select spellings students need to practice.
Use the procedures described in earlier lessons. (When you come to the digraph
th, be sure students name both possible sounds voiceless /th/ and voiced /th/.)
Dictation
15 minutes
Dictation Identification
Distribute and display Worksheet 20.1.
Point to the first row of words, and tell students you are going to say one of
the two words.
Say the word hill.
Ask which of the two words spells hill.
Worksheet 20.1
Once the correct response is given, have students circle hill, following your
example.
If students need additional
practice with dictation
identification, you may
select the activities
in Unit 8, Section I of
the Assessment and
Remediation Guide.
1.
hill
4.
add
7.
doll
10. moss
2.
fluff
5.
fuzz
8.
stiff
11. off
3.
luck
6.
bliss
9.
chick
12. fuss
15 minutes
Ask students to look at Worksheet 20.2. Ask students to read all the words in
the first column and then all of the words in the second column.
Ask students to read the first word.
Ask students to identify a word on the right that rhymes with buzz.
Have students draw a line from the word buzz to the word was, following your
example.
Continue demonstrating until students are ready to work independently.
20 minutes
The Band
Note: If you read with Group 1 students during the previous lesson, we
recommend you read with Group 2 students while Group 1 students partner
read. Be sure to record anecdotal notes regarding your students reading
progress.
Review the use of the apostrophe as an indication of ownership (e.g.,
possessive). Students will also encounter an apostrophe used for the
contraction thats.
If students need additional
practice reading, you
may select the activities
in Unit 8, Section II of
the Assessment and
Remediation Guide.
Group 2: Select an appropriate oral reading method or activity that best suits
the needs of this group to read the story aloud.
Ask students to turn to a partner for Think Pair Share. Direct them to ask
each other a question about the story. After students have had a chance
to talk with their partner, ask several students to share their questions
and answers.
If time permits, read Max in the Mud and Sam and the Duck using
the same format.
Group 1: Have students take out their Readers, sit with their partners, and
take turns reading The Band aloud. Students who finish early should reread
the stories Max in the Mud and Sam and the Duck. They should not read
ahead.
Area of Concern
Tricky Words
Reteach:
Row
Sound
Unit
Unit
Row
Sound
Unit
Unit
1.
5.
1.
5.
1.
5.
1.
5.
1.
5.
2.
6.
sh
2.
6.
ch
2.
6.
th
4/5
2.
6.
ng
2.
6.
qu
3.
7.
ff
10
3.
7.
ss
12
3.
7.
ll
10
3.
7.
gg
10
3.
7.
ck
10
4.
4.
4.
4.
4.
10
Spelling Bingo
Page 134
Stepping Sounds
Page 134
Sound Sprints
Page 134
Page 134
Page 135
Page 135
Wiggle Cards
Page 136
Word Wheel
Page 136
Page 137
Word Concentration
Page 137
Page 137
Page 138
Word Concentration
Page 138
Page 139
Page 139
Page 139
Page 139
Page 139
Page 140
Page 140
Spelling Hopscotch
Page 141
Page 141
Circle Spelling
Page 141
Dictation Identification
Page 141
Page 142
Page 143
Page 144
Rhyming Words
Do They Rhyme?
Make a Rhyme
Page 144
fluff
6.
odd
11. shock
16. yells
2.
brick
7.
thick
12. still
17. sniff
3.
bell
8.
mitt
13. fuzz
18. snack
4.
dress
9.
chick
14. glass
19. chick
5.
buzz
10. ill
15. toss
20. egg
Spelling Bingo
Make bingo cards with double-letter spellings and other spellings that have
been taught.
Write the same spellings on slips of paper and put them in a box.
Give each student a bingo card and playing pieces.
Explain that you will draw spellings from the box and you want students to
put a playing piece on top of the spelling you announce if it is on their bingo
card.
Explain that when all spellings are covered on a card students should say,
Bingo.
Stepping Sounds
Note: This game is best played in small groups or in work stations.
Firmly affix two rows of five to eight squares on the floor and have a student
stand at the head of each row.
Hold up a double-letter spelling for the first student and ask him or her to say
the sound. If the student says the correct sound, he or she moves one square
forward.
Repeat this process, alternating between the two students.
Sound Sprints
Place two sets of Spelling Cards at the far end of the classroom, the gym, or
the playground
Select two students to race.
Call out a sound.
Have students race to grab a corresponding Spelling Card and bring it back.
The first student to return with the correct spelling is the winner.
Repeat with additional sounds and spellings.
Note: When students have completed a worksheet, ask if they can see any
patterns. Generally, there will be more words with the single-letter spellings
than with the double-letter spellings because the former are more common.
Students will also see that double-letter spellings rarely occur at the
beginning of words but are more likely to occur at the end of words.
1.
ill > fill > chill > chick > pick > lick > slick > slack > smack > smacks
2.
odd > off > poff > puff > putt > patt > pass > pagg > pazz > papp
3.
fun > fuss > fuzz > buzz > buss > buff > muff > huff > puff > puck
4.
ebb > egg > regg > remm > renn > senn > secc > seck > sepp > sebb
bell > yell > sell > shell > fell > fill > fit > fish > wish > wick
2.
rest > rust > rut > rot > rock > lock > clock > clack > clash > class
3.
loss > gloss > glass > grass > brass > bass > back > black > block
4.
off > poff > puff > huff > muff > mush > much > such > suck > sack
5.
but > bet > bell > bill > fill > hill > chill > chick > check > chess
Tell students to find the answer (sock) on the board and then copy it on a
sheet of paper.
Continue this process with the remaining questions, introducing the words in
groups of three as you go.
1a.
1b.
1c.
2a.
2b.
2c.
3a.
3b.
Wiggle Cards
Write the words and phrases from the box below on cards, one word or
phrase per card.
Tell students you are going to show them some cards describing actions; you
would like them to read each card and perform the action listed.
Show students a card, have them read it, and let them perform the action.
Complete the remaining cards using the same format.
If you have time, repeat some or all of the cards.
1.
buzz
5.
9.
2.
hiss
6.
3.
quack
7.
ring a bell
11. pick it up
4.
sniff
8.
Word Wheel
Distribute Worksheets PP3 and PP4.
Option 1: Have students take the worksheets home to a family member so
they can practice reading and writing at home.
Option 2: Have students complete the worksheets in small groups or work
stations.
Worksheets PP3, PP4
Word Concentration
Note: This game is best played in small groups or in work stations.
Choose seven words having double-letter spellings and find matching
pictures (e.g., egg, cliff, hill, kiss, bell, rock, mitt).
Write each word on a small card and glue the corresponding picture on
another card of the same size.
Shuffle the cards and lay them face down on the table.
Have students turn over two cards at a time, attempting to find matching
cards.
If a student finds a match, he or she keeps the cards for the duration of the
game.
Continue until all matches have been found.
Green Cards:
1.
them
6.
fuzz
2.
neck
7.
brass
3.
sell
8.
jazz
4.
risk
9.
mess
5.
check
10. flask
Yellow Cards:
1.
the
5.
one
2.
6.
from
3.
of
7.
was
4.
all
Word Concentration
Note: This game is best played in small groups or at work stations.
Write the Tricky Words the, a, of, all, one, from, and was on small cards, one
word per card, two cards for each word.
Shuffle the cards and lay them face down on the table.
Have students turn over two cards at a time, attempting to find matching cards.
If a student finds a match, he or she keeps the cards for the duration of the
game.
Continue until all matches have been found.
Literal Who is in the band? (Sams dad, Chads dad, and Chads boss
are in the band.)
2.
Literal What instrument does Chads dad play? (Chads dad plays the
drums.)
3.
Literal What instrument does Sams dad play? (Sams dad plays the
bass.)
4.
Literal What does the audience think of the band? (The band is a big
hit.)
Take-Home Stories
Distribute Worksheets PP5, PP6, and PP7.
Have students take the worksheets home and give them to a family member
so they can practice reading the stories.
Remind students how to print the spelling, and encourage them to trace the
spelling in the air. Have students print the spelling on paper.
Repeat for the remaining sounds.
1.
duck
5.
back
9.
2.
hill
6.
hiss
10. tack
3.
mess
7.
tell
11. bill
4.
sock
8.
sell
12. toss
boss
Spelling Hopscotch
Write the vowel spellings i, e, a, u, and o on circular sheets of paper,
underlining each spelling.
Write the consonant spellings s, t, b, l, ss, ck, zz, and ff on oval or
petal-shaped sheets of white paper, underlining each spelling.
ck
zz
ff
Firmly affix the spellings on the floor in a flower pattern, with one of the vowel
spellings in the center and the consonant spellings around the outside.
ss
Show students how to spell a real or silly word by starting on the outside,
hopping to the inside, and then hopping back to the outside, e.g.,
/b/ . . . /u/ . . . /z/ (buzz). Repeat with one or two additional words.
Ask a student to spell a real or silly word by starting on the outside, hopping
to the inside, and then hopping back to the outside. Have the student say the
sounds while hopping on the letters (e.g., /l/ . . . /u/ . . . /k/) and then blend
them to make the real or silly word (e.g., luck).
Ask the class whether the word is a real or silly word.
Repeat with additional students.
After students have made a few words, switch in a new vowel spelling.
Circle Spelling
Have students complete Worksheet PP12.
Worksheets PP11,
PP12, PP13
Dictation Identification
Have students complete Worksheet PP13.
1.
add
4.
grass
7.
press
10. smell
2.
lick
5.
mitt
8.
fuzz
11. odd
3.
dress
6.
toss
9.
inn
12. egg
gull
10. doll
19. stuff
28. gloss
2.
chess
11. grill
20. staff
29. stress
3.
dress
12. bass
21. mess
30. kicks
4.
quack
13. fluff
22. brick
31. mess
5.
glass
14. dwell
23. bells
32. mitt
6.
back
15. black
24. brick
33. neck
7.
chick
16. gruff
25. buzz
34. puff
8.
bluff
17. gills
26. clocks
35. fuss
9.
fuzz
18. bill
27. drill
36. truck
1.
2.
bag of socks
3.
4.
big shells
5.
6.
skip rocks
7.
bag of chips
8.
9.
a chess champ
Name
Nam
the
the
Name
the
the
the
Worksheet PP14
Note: The words on the back of the worksheet are the same as on the
front. The back is, however, more difficult because only starting dots are
provided.
Unit 8 | Pausing Point 139
2013 Core Knowledge Foundation
Rhyming Words
Do They Rhyme?
See Lesson 4.
Make a Rhyme
See Lesson 9.
Worksheet PP15
Appendix
The Tricky Word Lesson
The term Tricky Word is used in this program to refer to a word that does not
play by the rules of spelling and/or pronunciation. Examples of Tricky Words
include one, said, of, were, and have.
You can describe the trickiness of a Tricky Word like said in two ways. If
you think about it from a spelling point of view, you might say that the word
said is tricky because the sound /e/ is not spelled with an e, as you might
expect it would be. On the other hand, if you think about it from a reading
point of view, you might say the word is tricky because the letters ai are not
pronounced /ae/, as you might expect they would be. Either way you look at
it, said is a Tricky Word.
But notice that the word is not completely irregular, either. The first letter
and the last letter are pronounced exactly as you would expect. It is only the
second and third letters, representing the vowel sound, that are not sounded
as you would expect. Or, if you prefer to look at things from the spellers
perspective, you might say the first and last sound are spelled just as you
would expect; it is only the middle soundthe vowel soundthat is spelled
irregularly. This is the case with many Tricky Words: most of them have a
regular part (or parts) and then a tricky part. More often than not, you will find
the tricky part involves the vowel sound and its spelling.
When you are asked to teach a Tricky Word, the guidelines in the Teacher
Guide will generally prompt you to begin by reminding students that not all
words play by the rules and words that do not play by the rules are called
Tricky Words. Next, the Teacher Guide will generally suggest you write the
Tricky Word on the board. You may wish to ask a student to read the word
as he or she thinks it might be sounded, i.e., to blend according to the
normal procedures. Alternatively, you can read the Tricky Word that way
yourself. Then point out how the word is actually pronounced. Once you
have established the actual pronunciation, you can point out and/or discuss
what is regular and what is irregular about the word. Most Tricky Words
have at least some parts pronounced exactly the way you would expect. For
example, as noted above, the first and last letter in said are pronounced just
as one would expect. After discussing the regular parts, you should then
draw attention to the tricky part (or parts) of the word, pointing out letters not
pronounced as one might expect, e.g., the ai in said. This is the part of the
word that students just have to remember.
By drawing attention to the regular as well as the irregular parts of the
word, you teach students that Tricky Words are only partial exceptions to
the normal rules of reading and writing. (They are not so much irregular as
they are a little less regular than most words.) There are some parts of the
word spelled just as you would expect and also pronounced just as you
would expect. Then there are some others that are not. There is a subtle but
important difference between teaching Tricky Words this way and teaching
Unit 8 | Appendix 141
2013 Core Knowledge Foundation
Tricky Words
colonel,
aisle,
Aaron,
ballet
Sight Words
of, two,
once, one,
was, who,
said
in, it,
at, on,
if, then,
this, did,
and, with
The words in the left circle are Tricky Words: each one contains at least one set
of letters that is not pronounced the way you would expect. Or, if you prefer to
look at matters from a spelling point of view, you could say each contains at
least one sound that is not written as you would expect it to be.
The words in the right circle are sight words: they are all high-frequency words
that students should see frequently and eventually learn to recognize rapidly.
The shaded area in the middle shows that there is considerable overlap between
the two categories (which is probably why the two connotations of sight word
are regularly confused). Some words qualify as sight words because they
are used a lot and also as Tricky Words because they are not pronounced (or
written) as you would expect. These are words that are both irregular (and
therefore hard to read and write, at least at first) and also very common (and
therefore important for student success). They are candidates for special
instruction, and many of them are given special instruction in this program. (See
Tricky Words earlier.)
The area on the far left shows words that are tricky in the sense that they depart
from the most common spelling patterns. But these words do not qualify as
sight words on most lists because they are not especially common. Words
of this sort are sprinkled throughout the language but do not receive much
attention in CKLA because they are only used occasionally. Students can learn
them as the need arises in upper grades.
The area on the far right shows words that qualify as sight words because they
are very common and should be rapidly recognized but do not qualify as Tricky
Words because they are completely regular. All of them are pronounced and
spelled exactly as you would expect. They can be sounded out and set down
on paper using basic letter-sound correspondences taught in Kindergarten.
Unit 8 | Appendix 143
2013 Core Knowledge Foundation
Students need to see these wordsand they will see most of them frequently
in CKLA materialsbut you probably do not need to give these words special
attention and you certainly should not ask students to memorize them as
wholes. Students can simply read them by sounding them out. After sounding
them out several times, they will begin to recognize them more rapidly. In other
words, no special teaching is required for these regular high-frequency words.
All that is required is multiple exposures, and students are likely to get multiple
exposures since the words are so common.
Sight Words
The CKLA guidelines for teaching Tricky Words are outlined in the earlier section.
As noted, we use the term sight word in this program to refer to high-frequency
words that we want students to see many, many times and learn to recognize
rapidly.
CKLA does place the initial emphasis on reading regular words. But that does
not mean high-frequency sight words are not being learned. In fact, as noted
above, many sight words are completely regular and become decodable as
students learn letter-sound correspondences. This means that CKLA is a very
effective program for teaching sight words.
To illustrate this, consider one of the most widely used lists of sight words, Dr.
Edward Frys Instant Word list. Frys list is divided into groups of 100. For
purposes of illustration, we will focus on the first three lists of 100 words, 300
words in all. These are words that Fry recommends be mastered in the first
several grades of school. We found more than half of the Fry Instant Words
become fully decodable in Kindergarten, meaning they are either regular and
can be sounded out using the letter-sound correspondences taught, or they are
Tricky Words explicitly taught in the program:
By the end of Unit 3, four of Frys Instant Words are 100% decodable: at,
did, got, it.
By the end of Unit 4, 19 Instant Words are 100% decodable: can, an, and,
not, in, on, man, him, had, if, get, end, men, set.
If you have a simple numerical requirement to meete.g., you are required to
teach 20 sight wordsyou should be able to meet this requirement without any
significant modification of the materials. You can begin working with some sight
words as early as Unit 3, provided you select words that are 100% decodable.
If there are words you are required to teach that do not become decodable
when you need to have them taught, we simply ask that you wait until Unit 8
of Kindergarten to teach those. Again, the idea is to give the students plenty of
opportunities to work with the regular part of the language before teaching them
the exceptions. Once students are successfully blending regular words and have
met a few of the most important Tricky Words, you can introduce additional sight
words, even if they are not completely decodable. Simply treat the sight word as
a Tricky Word and explain which parts are pronounced and spelled as one would
expect (based on current code knowledge) and which parts are tricky.
Teacher Resources
Assessments
There are many opportunities for informal assessment throughout each
Skills unit. You may choose to assign a given workbook page for individual,
independent completion to use as an assessment. It may be useful to use the
Tens Conversion Chart and the Tens Recording Chart to collect and analyze
all assessment data.
Number of Questions
Number Correct
0
10
11
12
13
14
15
16
17
18
19
10
10
10
10
10
10
10
10
10
10
10
11
10
12
10
13
10
14
10
15
10
16
10
17
10
18
10
19
10
20
10
20
10
Simply find the number of correct answers along the top of the chart and the
total number of questions on the worksheet or activity along the left side.
Then find the cell where the column and the row converge. This indicates
the Tens score. By using the Tens Conversion Chart, you can easily convert
any raw score, from 0 to 20, into a Tens score. You may choose to use the
Tens Recording Chart following to provide an at-a-glance overview of student
performance.
Name:
Name:
Name:
Name:
Name:
Name:
Name:
Name:
Name:
Name:
Name:
1.1
Directions: Have students read each sentence, circle the Tricky Word(s), and write the Tricky Word(s) on the line(s). On the
back of the page, lines are provided for students to write an original sentence containing the Tricky Word a, the Tricky Word
the or both Tricky Words.
Name
the
the
The
1.4
Name
Today, your child learned the Tricky Words the and a. Help him practice these
words by asking him to first read aloud the individual words and the sentences
below. After reading each sentence ask him to say and circle Tricky Words. Then
ask your child to write the Tricky Words on the lines below the sentence.
the
a
1. The cat is on the rug.
The
The
the
the
the
the
the
a
Unit 8
the
Unit 8
2013 Core Knowledge Foundation
10
2.1
Directions: Have students read each sentence, circle the Tricky Word(s), and write the Tricky Word(s) on the line(s). On the
back of the page, lines are provided for students to write an original sentence containing the Tricky Word of, the Tricky Word
all, or both Tricky Words.
Name
all
of
of
all
the
Unit 8
10
Unit 8
2013 Core Knowledge Foundation
11
12
2.2
Name
5.
Today your child learned the Tricky Words of and all. Help your
child practice these words by asking your child to read the individual
words in the box and the sentences below. After each sentence ask
your child to say and write any Tricky Words from the sentence on the
lines below.
6.
of
1.
all
all
of
the
All
8.
of
of
the
4.
7.
3.
2.
the
of
of
the
11
12
Unit 8
2013 Core Knowledge Foundation
of
19
20
5.1
Name
of
from
one
of
Directions: Have students write a word from the box to complete each sentence.
dog.
of
quilts.
of
hand.
one
all
his mom.
from
one
6. Stan had
chips.
Unit 8
the chips.
19
20
35
all
Unit 8
2013 Core Knowledge Foundation
36
7.1
Name
Directions: For each phrase, have students circle the matching picture and write the phrase on the line.
one ship
one ship
a kids chin
a kids chin
Unit 8
2013 Core Knowledge Foundation
43
44
9.2
Directions: For each picture, have students read the phrases and put a check mark in the box next to the matching phrase.
Name
1.
6.
one fish
ten fish
7.
8.
9.
10.
2.
3.
4.
5.
Unit 8
43
44
1+1
a bag of lunch
a box of lunch
Unit 8
2013 Core Knowledge Foundation
47
51
10.1
rock
cup
skin
crop
kid
duck
cash
milk
crab
back
clap
lick
as in cat
crab
as in kid
kid
duck
cash
milk
back
lick
crop
Unit 8
2013 Core Knowledge Foundation
big
2.
rock
skin
clap
1.
as in luck
cup
11.1
Name
Directions: Have students fill in the blanks while the phrases are read aloud.
Directions: Have students write the words containing the /k/ sound spelled c under the c header, the words containing /k/
spelled k under the k header, and the words containing the /k/ sound spelled ck under the ck header.
Name
47
3.
4.
5.
the
his
one
hug
ships
thin man
red
cap
big chimp
from
mom
Unit 8
2013 Core Knowledge Foundation
51
52
59
13.1
Name
52
lots of
7.
Dad
8.
All kids
fish
was
glad.
run
&'
2. Trash can smell bad.
&'
3. Milk is from hens.
&'
4. The best snack is grass. & '
5. All the kids in class can grin.
&'
6. Milk is black.
&'
7. Trucks cost one buck.
&'
8. This was fun.
&'
Directions: For each statement, have students circle the thumbs up icon if the statement is true and the thumbs down icon if
the statement is false.
6.
or
Unit 8
Unit 8
59
67
68
Directions: Have students draw a line from each phrase to its matching picture.
Name
14.1
1. trash smells
2. one sock
3. duck quacks
8. milk in a glass
4. add it up
5. one shell
67
68
Unit 8
2013 Core Knowledge Foundation
69
70
14.2
Directions: Have students write each word under its matching picture.
Name
cliff
egg
well
hill
kiss
add
dress
duck
clock
rock
shell
truck
duck
clock
truck
kiss
1+1
dress
egg
shell
add
Unit 8
69
70
75
Unit 8
2013 Core Knowledge Foundation
76
15.2
Name
7.
sip
zip
sap
zap
8.
hen
ken
kin
jen
run
leg
cup
cat
1.
med
mat
met
net
9.
vat
vet
fat
rat
2.
rim
rot
rob
rod
10.
fax
fix
box
fox
3.
yes
yet
yez
yen
11.
thin
fin
thick
this
4.
hat
had
hid
ham
12.
chill
jill
chin
still
5.
gut
get
cot
got
13.
ships
chips
chops
shops
6.
bad
pat
pit
pad
14.
chest
west
quest
quip
76
Unit 8
2013 Core Knowledge Foundation
77
79
15.3
Name
15.
16.
boss
ebb
bus
edd
fuzz
Directions: For each word, have students circle and count the sounds. Have students write the number of sounds in the box
and copy the word on the line.
Name
buzz
egg
odd
17.
wick
wax
whips
wicks
18.
kin
king
kong
wing
19.
trip
drip
drop
drug
20.
shop
ship
shot
chop
Unit 8
1.
shock
2.
spell
spell
3.
egg
egg
4.
cliff
cliff
5.
fluff
fluff
6.
splash
splash
7.
pinch
pinch
shock
77
Unit 8
80
79
81
16.1
Name
80
8.
ch eck
check
9.
clips
clips
10.
fu z z
fuzz
11.
d ress
dress
12.
k ic k
kick
13.
p lums
plums
14.
g rin
Unit 8
2013 Core Knowledge Foundation
1.
2.
3.
4.
5.
6.
7.
8.
grin
Unit 8
81
82
83
Name
9.
19.
10.
20.
11.
21.
12.
22.
13.
23.
14.
24.
15.
25.
16.
26.
17.
18.
82
Unit 8
Unit 8
89
90
16.4
Name
Directions: For each picture, have students circle and copy the matching word.
sock rock
truck duck
sock
truck
dress
mitt kit
lock clock
mitt
clock
2013 Core Knowledge Foundation
bell bill
bell
Unit 8
glass dress
89
90
Unit 8
2013 Core Knowledge Foundation
drums plums
drums
egg eggs
egg
83
91
93
16.5
Name
17.1
Name
1.
1.
up
the
2.
off
of
frame
from
3.
this
the
that
4.
waz
wet
with
was
5.
wab
ib
one
once
6.
from
off
up
of
7.
the
all
tell
2.
3.
4.
5.
Unit 8
91
Unit 8
101
93
102
17.5
Directions: For each picture, have students read the phrases and put a check mark in the box next to the matching phrase.
Name
1.
2.
3.
4.
5.
6.
eggs in nest
eggs and chick
7.
black dress
chin dress
8.
sit on grass
stand on grass
9.
kiss kid
kiss duck
10.
Unit 8 101
2013 Core Knowledge Foundation
chick on hand
chick in box
dog sniffs
cat sniffs
102 Unit 8
2013 Core Knowledge Foundation
105
111
17.7
Name
18.3
Name
one
of
chips at lunch.
was
sad.
dog.
from
his mom.
all
of
the
shell
one
4. Max is
was
Directions: Have students write each word under its matching picture.
from
1. shell
all
the
pond.
2. duck
duck
3. mitt
mitt
Unit 8 105
Unit 8 111
112
115
19.1
Name
4. bell
egg
chick
sock
bell
grass
kiss
5. egg
egg
6. brick
brick
112 Unit 8
2013 Core Knowledge Foundation
Directions: Have students write each word under its matching picture.
bell
bell
egg
grass
sock
chick
kiss
Unit 8 115
2013 Core Knowledge Foundation
116
119
20.1
dress
buzz
clock
doll
cliff
mitt
clock
doll
mitt
Directions: Have students circle the words read aloud and copy them on the lines.
Name
dress
buzz
cliff
1. hill
chill
2. fluff
flip
3. sick
luck
4. add
at
5. buzz
fuzz
6. hiss
bliss
hill
fluff
luck
add
fuzz
bliss
Unit 8 119
116 Unit 8
120
121
20.2
Name
dull
8. cliff
stiff
9. check chick
11. odd
off
12. fuzz
fuss
120 Unit 8
2013 Core Knowledge Foundation
drum
2. from
one
3. crack
leg
doll
stiff
chick
moss
off
fuss
Directions: Have students draw a line from each word on the left to the rhyming word on the right.
7. doll
1. buzz
4. fun
was
5. egg
stack
Unit 8 121
2013 Core Knowledge Foundation
122
123
PP1
Name
6. add
7. still
Directions: Have students write the words containing the /f/ sound spelled f under the f header and the words containing
the /f/ sound spelled ff under the ff header.
press
sock
8. dress
glad
9. cliff
thrill
10. clock
stiff
sniff
soft
stuff
fresh
as in fit
frog
puff
gift
fist
as in huff
soft
sniff
fresh
stuff
frog
puff
gift
fist
122 Unit 8
Unit 8 123
124
125
PP2
doll
lunch
still
bill
long
belt
spell
lamp
as in lip
as in hill
lunch
doll
long
still
belt
bill
lamp
spell
124 Unit 8
2013 Core Knowledge Foundation
Directions: Have students write the words containing the /s/ sound spelled s under the s header and the words containing the
/s/ sound spelled ss under the ss header.
Directions: Have students write the words containing the /l/ sound spelled l under the l header and the words containing
the /l/ sound spelled ll under the ll header.
Name
class
boss
spot
mess
as in stop
sting
moss
pest
pass
as in toss
spot
class
sting
boss
pest
mess
moss
pass
Unit 8 125
2013 Core Knowledge Foundation
126
143
PP11
mutt
tongs
Matt
Watt
stamp
putt
mitt
trap
1. socks
socks
as in top
as in putt
tongs
mutt
stamps
Matt
trap
Watt
Directions: Have students write each word under its matching picture.
Directions: Have students write the words containing the /t/ sound spelled t under the t header and the words containing the
/t/ sound spelled tt under the tt header.
Name
putt
mitt
2. yell
yell
3. cliff
cliff
126 Unit 8
Unit 8 143
144
145
PP12
4. grass
grass
5. truck
truck
6. bell
bell
144 Unit 8
2013 Core Knowledge Foundation
Directions: For each picture, have students circle the letters that spell the name of the depicted item. Students should then
write the name of the item on the line.
Name
b
p
e
u
m
ll
bell
ch
b
a
i
ck
d
chick
b
p
i
e
ll
ff
pill
Unit 8 145
2013 Core Knowledge Foundation
146
147
PP13
Name
m
d
p
y
i
e
u
o
e
i
tt
l
th
ck
f
ll
1. add
odd
2. lack
lick
mitt
Directions: Have students circle the pronounced word and then copy it on the lines.
d
m
duck
yell
3. chess dress
4. glass
grass
5. mitt
mat
6. moss toss
146 Unit 8
Unit 8 147
148
151
PP15
Name
8. buzz
9. inn
fuzz
chin
11. add
12. egg
odd
leg
148 Unit 8
2013 Core Knowledge Foundation
Directions: Have students draw a line from each word on the left to the rhyming word on the right.
7. press dress
1. one
from
2. still
miss
3. strum
sun
4. fuzz
thrill
5. kiss
was
Unit 8 151
2013 Core Knowledge Foundation
152
6. mess
puff
7. beg
fell
8. stuck
egg
9. stuff
less
10. shell
luck
152 Unit 8
2013 Core Knowledge Foundation
PRESIDENT
Linda Bevilacqua
EDITORIAL STAFF
ACKNOWLEDGMENTS
These materials are the result of the work, advice, and encouragement of numerous individuals over many years. Some of those singled out here already
know the depth of our gratitude; others may be surprised to find themselves thanked publicly for help they gave quietly and generously for the sake of
the enterprise alone. To helpers named and unnamed we are deeply grateful.
SCHOOLS
We are truly grateful to the teachers, students, and administrators of the following schools for their willingness to field test these materials and for
their invaluable advice: Capitol View Elementary, Challenge Foundation Academy (IN), Community Academy Public Charter School, Lake Lure Classical
Academy, Lepanto Elementary School, New Holland Core Knowledge Academy, Paramount School of Excellence, Pioneer Challenge Foundation
Academy, New York City PS 26R (The Carteret School), PS 30X (Wilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X (Joseph O. Loretan),
PS104Q (The Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B. Johnson School), PS 308K (Clara Cardwell), PS 333Q (Goldie Maple Academy),
Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School, Steed Elementary School, Thomas Jefferson Classical
Academy, Three Oaks Elementary, West Manor Elementary.
And a special thanks to the CKLA Pilot Coordinators Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and day-to-day
support to teachers using these materials in their classrooms was critical.
CREDITS
Every effort has been taken to trace and acknowledge copyrights. The editors tender their apologies for any accidental infringement where
copyright has proved untraceable. They would be pleased to insert the appropriate acknowledgment in any subsequent edition of this
publication. Trademarks and trade names are shown in this publication for illustrative purposes only and are the property of their respective
owners. The references to trademarks and trade names given herein do not affect their validity.
All photographs are used under license from Shutterstock, Inc. unless otherwise noted.
Unit 8
Teacher Guide
Skills Strand
Kindergarten